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COMMITTEE APPOINTED TO VISIT 



PHILADELPHIA, NEW YORK, BROOKLYN AND BOSTON, 



OF DB-A-LTIlS-aiOIiE, 



1867. 



BALTIMORE: 
PRINTED BY H. A. ROBINSON, 

142 W. BiLTiMORt Street. 

1867. 



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REPORT 



The educational enterprize of the present period is working 
remarkable progress, more so, perhaps, than has been wrought 
by any period that has preceded it. Evidences of this re- 
markable progress are apparent in the extended efforts of 
municipal authorities, school directors and teachers to possess 
themselves of the best possible advantages, and to apply them 
in the purpose of reaching the highest attainment of success. 
By these efforts, so applied, an advanced degree of knowledge 
has been secured, and such experience as has resulted in the 
elevation of school systems and schools to an eminence never 
before attained. It is in the use of knowledge gained by ex- 
perience, that the educational systems of the age have been 
rendered prominent in action, and that their efiSciency and 
usefulness have been increased. The developments of later 
years have given latitude to the educational purpose. The 
ultimatum of a number of the centuries of the past, was the 
cultivation of the intellect. The purpose now appears in the 
development of humanity in the attainment and proper use 
of its highest physical, mental and moral capabilities. 
This is all that education can accomplish. It is all that is 
necessary to be accomplished in the preparation of mankind 
for the higher enjoyments of the present life, as well as for 
those of a still more exalted and ennobled condition in a future 
state of existence. 

In nearly all the states of the North American Union there 
are systems of public school instruction. Those systems are 
of varied character, importance and usefulness. They vary 



25G4S7 



accordfrig' to* thfe ta^aiis provided and expended in their su]^- 
port;, I'D '. file op'poritiiiities they possess of advancement, and the 
ahility hrid care with which they are managed. In the states in 
which systems of public education have been longest in use, 
there appears to be a higher sentiment of appreciation^ much 
higher in character in relation to the importance and useful- 
ness of such institutions, than exists in other states in which 
similar systems have been more recently introduced. The 
cause of this difference of sentiment, is apparent in the more 
extended benefits and advantages realized in the use of the 
agencies of public education by successive generations. There 
is in humanity, an instinct of love and veneration for institu- 
tions in which the training of youthful years has been pursued. 
It follows in the passage of mature life. It works an affection- 
ate interest that is not to be obliterated, and is seldom obscured 
by age or by the vicissitudes of maturing years. This instinct 
of love and veneration, as it applies to institutions of public 
education, cannot be experienced by persons who may have 
been reared in states, or localities in which there are no such 
institutions. The means of an approximate estimate of this 
condition, are afforded in the relationship of our own city and 
state, or of the city and several of the counties of the state. 
In the city of Baltimore, public schools conducted upon a well 
ordered system, have been in operation a sufficient length of 
time to secure the approbation and appreciation of mature 
minds, for the agencies that were instrumental in their devel- 
opment. The same may be said of the systems of public educa- 
tion pursued in several of the counties of the state. In the 
city and in the counties in which systems of public instruction 
have been established and supported, there is a much higher 
value placed upon the public schools than can be found in the 
counties, the inhabitants of which have never experienced the 
benefits and advantages of such institutions. In the city and 
in the counties similarly situated, the desire prevails for the 






liberal support and elevation of the public schools. To such 
an extent does the desire prevail in Baltimore City, that the 
people are not willing that their public schools shall be lacking 
in any of the advantages possessed by the public schools of 
other cities and states. The interest thus entertained, is 
manifested by the people in the manner in which they speak 
of their public school system, in the willingness with which 
they pay the taxes levied for its support, and in their selection of 
gentlemen for the City Council who are favorable to its liberal 
maintenance, and in the appointment, by the City Council, of 
persons for the management of the schools, who are believed 
to be most interested in them and most desirous of their 
perpetuation and improvement. 

In the larger cities of the states in which public schools are 
most popular, there are higher developments than can be 
produced in rural districts, If^ss densely populated and possess- 
ing fewer facilities of progress. In those cities, the develop- 
ment is most actively progressive, and in the generous rivalry 
that prevails among their school men, there is a commendable 
desire to communicate, as well as receive, the intelligence 
obtained by efforts to work alike a local and a general im- 
provement. The purpose is universal among gentlemen so 
laboring and co-operating, that the knowledge attained by 
the experience of each, should become the property of all, 
thereby securing the greatest possible advantages from the 
labors of the respective localities, and rendering them common 
property to all the laborers and co-operators of all the locali- 
ties. 

Thus impressed, and desirous of securing the advantages of 
intelligent intercourse and co-operation with the friends of 
public education in other cities, the most active and enterpris- 
ing of the members of tho Select and Common Councils, and 
of the Board of Education of Boston, agreed to request authority 
from the Councils to visit and inspect the public schools of the 



6 

cities of New York, Brooklyn, Philadelphia, Baltimore and 
Washington. The desired authority was readily granted, and 
fourteen gentlemen of the Select and Common Councils, and 
Board of Education, were a})pointed a committee to carry out 
the design. Immediately after their appointment, the gentle- 
men of the committee, accompanied by the Mayor and 
Superintendent of Public Schools of Boston, proceeded upon 
their important and interesting enterprise. Among the schools 
visited and examined by them, were sixteen of those of our 
own city. The schools they visited and examined, comprised 
the three grades of Primary, Grammar and High Schools. 
They expressed themselves as highly pleased with our system, 
with its evidences of pi'actical character and successful pro- 
gress. The admission that they had learned in Baltimore of 
features of educational interest that would be useful in Boston, 
was quite complimentary to our much younger and less 
experienced educational system. 

A few months after the committee of Boston had visited and 
examined our schools, a similar committee of gentlemen, 
members of the Board of Aldermen and Board of Controllers 
of Public Schools of Philadelphia, fifteen in number, made us 
a visit of the same character, and for the same purpose. As 
with the friends of l^oston, our schools of the three grades 
were thrown open to the visitors. The schools were entered 
and examined freely The gentlemen appeared to be well 
satisfied with their vist of inspection, and were as liberal as 
the gentlemen of Boston, in complimentary approval of our 
educational progress. 

The foundation of the public school system of Boston was 
laid with the Boys' Latin and English High School, in the 
year 1G32. The public school system of Philadelphia was or- 
ganized at a later period, but long before the public schools of 
Baltimore were established. Our system was commenced in 
the year 1829. Compared with the systems of the other 



cities, ours is yet in the younger years of its history. The 
visits of the committees of Boston and Philadelphia were sug- 
gestive. They were official visits for the purpose of securing 
whatever advantages were possessed by our public school sys- 
tem. If the older agencies of the educational purpose were in- 
duced by their zeal in the cause, to learn what improvements 
they could effect by an inspection of the younger, it were be- 
coming and proper in the younger, to institute similar inquiry 
in relation to the advantages to be obtained from intercourse 
and counsel with the older. The inquiring and enterprizing 
spirit of the people of Baltimore has never yet been satisfied 
with a rear rank in the march of municipal improvement. It 
was not possible, therefore, that the members of our City 
Council and School Board could be informed of the agencies of 
progress that were active and efficient in other cities, without 
being impressed with the desire and purpose, that the public 
schools of their own city should share in any improvements 
peculiar to the age, in its actively progressive developments. 

The interest thus excited is not a new one. It is but an in- 
terest of many years standing, newly warmed into vitality. A 
proposition was suggested several years ago, which has been 
frequently considered by members of the Board, that a com- 
mittee should be appointed to visit the public schools of other 
cities, and gather in, for use in our own, all the new sugges- 
tions and improvements that could be rendered available in 
their service. On several occasions, the idea was considered of 
sending a commission to Europe to visit and examine the pa- 
rochial and training schools of England, the Prussian system, 
and the methods of teaching pursued in the schools of Ger- 
many, &c. 

Considerations of the character thus represented, prepared 
the way fo r decided action, when the impulse became too 
strong to be resisted. It was only requisite that our friends 
of Boston and Philadelphia should work the initiative, in or- 



8 

der to inspire in the most active minds of our City Council and 
School Board, the commendable purpose of elevating our pub- 
lic schools to the highest point of character and usefulness 
they are capable of attaining. In connection with the visits 
of the committees, there were incidents of the most pleasant 
nature^ producing an interchange of intelligence, and impulses 
of generous and emulative rivalry in peferment, the effect of 
which was irresistible among the friends and patrons of a 
cause as important and impressive as that of education, in its 
connection with the present stirring period of the world's his- 
tory. 

The proposition to appoint a committee to make a return 
for the visits of our friends, and to procure information in re- 
lation to their systems of public instruction, was a natural re- 
sult u} on th'i events that had transpired. The result was a 
hearty response by the School Board and the approval of both 
branches of the City Council. The approval of the City 
Council was rendered formal and official, in the selection of a 
committee, composed of members of the joint committee of 
Education and of the committee on Water and others. The 
purpose of the Commission thus constituted of the committees 
of the City Council and School Board, was to visit the 
cities of Philadelphia, New York, Brooklyn and Boston, and 
others if deemed advisable, for the purpose of obtaining infor- 
mation in relation to the public schools and water depart- 
ments of these cities. 

In pursuance of their appointment^ the members of the joint 
Commission proceeded with the work committed to their hands. 
The work of the Commission, as stated, was to ascertain if 
there were improvements in relation to the public schools 
and water departments of the cities named, which were not 
known to us, and if so, to report them to the City Council and 
School Board for use by those bodies, if considered desirable, in 
rendering those departments of our city more efficient and 



satisfactory. The Commission was constituted of the follow- 
ing gentlemen : 

Of the School Board: 

F. Metzger, Chairman. 
James Lowry, Edw. H. Fowler, 

Sam'l T. Hatch, W. H. Hebden, 

W. H. Clarke, W. H. Daiger, 

Wm. C. Arthur, Stephen Whalen, 

Saml. M. Evans. 
Thos. I. Pitt, President. 
J. N. M'JiLTON, Superintendent. 
Wm. D. M'Jilton, Secretary. 

Of the City Council : 

Samuel A. Ewalt, Chm'n Com. of Education, First Branch. 
Thos. C. McGuirb, '' " " Second Branch. 

James T. Caulk, J, B. Herold. 
R. C. Green, Jas. L. McPhail, C. W. Burgess. 

John M. Jones, President First Branch. 

Wm. S. Crowlev, Clerk Second Branch. 

Col. H. M. F. V. Stamp, Water Engineer. 

The gentlemen of the City Council having been appointed 
to attend to the Water Department, and having their Engineer 
with them, it is presumed they will report to that body the 
result of their examinations. The present report will there- 
fore be limited to the work of the Commission as far as the 
same relates to the public schools. 

By the request of the chairman of the committee of the 
School Board, the Secretary communicated with the officers of 
the Boards of Education of the cities intended to be visited. 
Returns were received from all the cities, containing assurances 
of hearty welcome, and expressing great satisfaction at the 



10 

contemplated purpose of the Coraraission in makini^ them 
the visit. In nearly all the replies returned to the Secretary 
of the Board, there were patriotic allusions to the prospective 
advantages that would he likely to result from tlie intercourse 
of citizens of the various states, in their municipal and social 
relationships. In the hetter acquaintanceship of personal 
knowledge, interest and intercourse, there must he the exhibi- 
tion of social qualities and friendships, from the reciprocation 
of which generous impulses and affectionate purposes must be 
produced. The benefit of such interest and communion 
among a people holding allegiance to a single commonwealth, 
composed of many smaller commonwealths, may be readily 
appreciated. In the harmony of friendly counsels, and the 
interchange of kindly offices, there is the assurance of frater- 
nity, and the promise of contentment, peace and prosperity. 

The members of the Commission took passage for Philadel- 
phia on the night train of June 9th, 1867. They were attended 
at the depot by his honor the Mayor, several officers of the city 
government and a large number of other friends. After a pleas- 
ant passage of less than four hours, the party reached Phila- 
delphia at half-past one o'clock A. M. We were met at the 
depot in Philadelphia by a committee of gentlemen of the 
Board of Aldermen and Controllers of Public Schools, and 
conducted to rooms which had been provided at the Conti- 
nental Hotel, At that early hour, in a parlor set apart for 
the use of the Commission, a handsome collation had been 
prepared. Here the usual civilities of such occasions were 
exchanged, and in hearty greetings the welcome of the visi- 
tors was expressed and reciprocated. 

At half-past eight o'clock on Monday morning, the tenth 
of June, according to previous appointment, the Philadelphia 
Committee and the Baltimore Commission assembled in 
the parlor of the hotel. The committee was accompanied by 



. 11 

lii.s honor, Morton McMichael, Mayor of Philadelphia, who 
r3ite:ated, in terms truly patriotic and evincing great friend- 
sVip, the welcome expressed at the meeting of the early morn- 
ing h )ur. The Mayor expressed regret in not meeting Mayor 
Chapman, of Baltimore, with the Commission, as he expected. 
The address of the Mayor was responded to, and the assur- 
ance given, that the absence of Mayor Chapman, of Baltimore, 
was occasioned by business appertaining to his office, which 'e- 
manded his attention ; otherwise he would have presented his 
respects to his friends in Philadelphia in person. 

The bidy of gentlemen of Philadelphia, who met the Com- 
mission and attended them in their visits to the schools and 
water works, was constituted of the following : 

His honor, Morton McMichael Esq., Mayor , E. W. Ship- 
pen, President of the Board of Controllers of Public Instruc- 
tion ; Henry W, Halliwell, Secretary ; James Freeborn, W. 
C. Haines, M. Hall Stanton, Chas. W. Carrigan, Leonard 
R. Fletcher, George W. Vaughan, Alderman Gillingham. 

At nine o'clock, the whole party proceeded in carriages to 
the following schools : 

Washington schools, in section second, Fifth street, below 
Washington avenue. 

Zane street schools, in the fourth section, Zane street, above 
Seventh. 

Hancock schools, in the fourteenth section, Coates street, 
above Twelfth. 

Lincoln schools, Fifteenth street, corner of Coates and Twen- 
tieth streets. 

The Washington schools are five in number, as follows: 
Boys' Grammar School, consisting of 223 pupils ; Girls' Gram- 
mar, 222 pupils. Secondary, No. 1, 303 pupils ; No. 2, 247 
pui)ils ; Primary, No 1, 328 pupils ; No. 3, 330 pupils. To- 
tal in all the Washington schools, 1653. 



1-2 

The Zane street schools consist ol'a Boys' Grammar school, 
248 pupils ; Girls' Grammar, 250 pupils; Secondary, No. 1, 
198 pupils; Secondaries, Nos. 2 and 3, and Primaries, 1, 2, 
3, 4 and 5 are conducted in other buildings. 

The Hancock schools are, Boys' Grammar, 246 pupils ; 
Girls' Grammar, 290 ; Secondaries Nos. 2, 3, 4, and Primaries 
No. 1 to 8 inclusive are taught in otlier buildings. 

The Lincoln schools consist of Boys' Grammar school, 315 
pupils ; Girls' Grammar school, 316 pupils ; Secondary, No. 
3, 303 pupils. 

The building occupied by the Lincoln schools is a new one. 
It is built of brown stone, and is probably the finest building 
devoted to Grammar and Secondary schools in Philadelphia. 
It is three stories in height, and has five school rooms on 
each floor. The upper floor is occupied by the Boys' 
Grammar school ; the second by the Girls' Grammar school, 
and the lower by the Secondary school. Each story has five 
school rooms. The largest room, which is occupied by the 
class of the Principal, is designed for the assembling of the pu- 
pils of all the rooms on the floor. The school rooms are spa- 
cious and elegant. The upper floors are reached by two stair- 
ways, one on each side of the building. Besides the class rooms, 
there are halls and retiring rooms on each floor. The Principals' 
rooms are in communication with all the class rooms, and with 
the janitor's room and yard. By this arrangement, the Prin- 
cipal can call any and all of the classes into his room, sum- 
mon the pupils from the yard, or the janitor from his apart- 
ment on the lower floor. The furniture of the Principals' 
rooms is so arranged, that, by lifting the seat which is hinged 
to the back of the desk, a free passage can be provided between 
the desks. This is necessary whenever the pupils pass in 
procession from their rooms, and from one part to another of 
the Principal's room. In movements connected with the 



13 

gymnastic operations, in which the pupils are frequently ex- 
ercibed, and sometimes in double columns, all the space be- 
tween the desks is required. When an order is given that 
sets the school in motion, the pupil at the end of the desk 
raises the seat and passes forward, followed by his companions, 
either in single or double column. 

The ordinary exercises of the school, conducted as they are, 
in the use of every convenience that can be desired, are very 
pleasant to the beholder. They are evidently so to both 
teachers and pupils. The interest experienced, and the feel- 
ings of emulative pride produced by the consciousness of su- 
perior advantages, are visible in the countenances and move- 
ments of all the members of the school. The inspiration of 
pleasure, and of ambition to excel experienced by the pupils, is 
worth to the school all that the extra conveniences may have 
cost. 

Evidences of gradual improvement are visible in the public 
school buildings of Philadelphia. The buildings more re- 
cently erected are tlie best adapted to their purpose. The 
Lincoln building, which is the last completed, is worthy of the 
study and labor it cost to produce it, and it will doubtless 
make an ample return for the outlay required in its erection. 
It is supplied, with every convenience that the present school 
status intimates. Whatever further improvements may be in- 
troduced must be superadded in the future suggestions of a 
progressive age. 

SCHOLASTIC DEVELOPMENT. 

Nearly all the classes of the schools visited were hurried 
through a brief examinatioa. The exercises were those of 
spelling, reading, grammar, geography, arithmetic and sing- 
ing. 

Spelling — A remarkable feature of the spelling lessons of 
one or more of the schools, appeared in its exhibition of free- 



14 

dora in the use of the natural powers of the pupils. The 
spellers were not limited str'ctly to the lessons of the spelling 
book, but were allowed latitude in the selection of the words 
used. The words given out to thera were such as were in 
common use in conversation ; the names of things ; descriptive 
words and those which expressed action — verbs. The exercise 
of spelling was characteristic of intelligence. In this respect 
an advance is made upon the rote method, which cramps the 
mental powers by confining them ti) certain selected words 
which are used more mechanically than otherwise. In the 
freedom of expanding intelligence, the natural powers of the 
pupil are allowed room for development. The progress at- 
tained is that of the intellect, rather than that of the abstract 
memory. The best spelling is that, in which the word to be 
spelled is given out by the teacher, and distinctly spoken by 
the pupil before the division into syllables is allowed ; then the 
direct expression of the letters of the syllable ; then the clear 
pronunciation of the syllable. When the syllables are all ex- 
pressed, the word is clearly enunciated. The proper pauses 
are as necessary to good spelling as the distinct expression of 
the letters. A failure in either, mars the exercise. 

Beading— The reading exercises, although irregular, were 
excellent. In most instances, the irregularity was appar- 
ent in the enunciation of the syllables of which the word is 
composed. The enunciation was not so clear as the advanced 
character of the spelling in the previous class or school caused 
us to expect. The evidence of progress in this respect was 
not so apparent as was anticipated. This is doubtless to be 
attributed to the fact, that the free and intellectual character 
of the spelling is beyond the standard usually attained. 

At this point, an important lesson may be learned by teach- 
erS and school directors. It is the art of beginning the pupil's 
education upon an intellectual standard, rather than that of 



16 

working forward sucli intellectual standard after it has been at- 
tained. To attain such standaid in a spelling class, is unusual 
with the systems of instruction of the present age. It is evi- 
dently a work of close discrimination and active intellectual la- 
bor, to open the young and inexperienced faculties upon a sys- 
tem of intellectual study. It requires, perhaps, a still closer 
discrimination and greater activity to impel those faculties, in 
their ripening process, onward in their progress of intelli- 
gence. If the intelligence attained in the free use of the in- 
tellect in the spelling class, be not continued through the 
reading classes, the natural progress of the pupil will be im- 
peded. Great watchfulness and care are required, on the part 
of the teacher, to prevent the mannerism of the class routine 
from working the impediment by which the pupil's intelli- 
gent progress is retarded. A pupil in passing from a teacher 
who has labored to cultivate the understanding rather than the 
abstract memory, to another who is more inclined to depen- 
dence upon the text book than to illiminate intelligence, will 
certainly be retarded in his progress. The proper develop- 
ment of his natural powers will be prevented. A certain in- 
tellectual drill, in connection with distinct utterance and pro- 
per intonations and pauses, is necessary to the drawing forth 
of the incipient powers of the learner. It is much more diffi- 
cult to commence an intellectual career in the spelling lesson, 
than it is to continue such career throughout the more intel- 
lectual studies of the schools. 

We present these thoughts, not for the purpose of finding 
fault with the reading exercises of the Philadelphia schools, 
which were deserving of high commendation, but with the view 
of giving credit to the spelling department, which we found in 
unusual development. The mental powers of the children 
were allowed freedom in the pursuit of knowledge ; they en- 
joyed a latitude outside of the spelling book, and in the range 



16 

of practical conversational life, which gave expansion to the 
intellect while engaged in the accumulation of knowledge. 

While listening to the spelling exercises, we inquired of one 
of the teachers if the spelling book was the basis of her in- 
structions. The answer was, "^ It is but the basis. I make 
but little nse of it beyond the forms it suggests. My pupils 
are taught to spell all the words they use in conversation, as 
well as those they find in the books." We believe this to be 
the true ideal of instruction in the spelling department. We 
have labored to make it the true basis of an intellectual edu- 
cation in our own city. 

Singing. — The exercises in singing consisted in choruses by 
the classes. The execution was scientific and highly interest- 
ing. The gentlemen in attendance were so highly delighted 
with the performance, that they prolonged their visit consid- 
erably beyond the time allotted to the school. 

The other Studies. — The development witnessed in other 
studies was quite up to our expectations. The boys exhibit- 
ed a readiness in the use of figures and in explaining their 
work, which indicated the labor necessary to produce the pro- 
ficiency attained. In all but their arithmetical studies, the 
girls seemed to excel the boys. This is generally the case with 
our own schools. 

CENTRAL HIGH SCHOOL. 

At the Central High School we were met by the Mayor, 
who had been prevented from attending us to the other schools, 
by the business of his office. The High School is now under 
the management of one of its former students^ George Inman 
EiCHE, A. M. The number of students of the school is 537. 
They are taught by 15 Professors. The students, attended by 
their Professors and a number of the committee of Control- 
lers having charge of the school, were assembled in the hall of 
the High School building, for the purpose of introducing to 



17 

them the members of the Baltimore Commission. The Mayor, 
with several of the oflficers of the city government and a num- 
ber of distinguished gentlemen of Philadelphia honored the 
occasion with their presence. The visitors were introduced by 
a member of the Board of Controllers, who expressed regret at 
the absence of Edw. Shippen, Esq., President of the Board, 
who was prevented from attending by the death of a near 
relative. 

Four of the students were called up for recitations. They 
all acquitted themseves very handsomely. The subjects of 
their declamation were well chosen, and the selections were as 
well delivered. The proficiency exhibited by the young men 
was highly creditable to themselves and their school. 

Quite an interesting scene took place in the announcement 
to the scliool that Wm. S. Crowley, Esq., one of the visiting 
Commission and S retary of the Second Branch of the City 
Council of Baltimore, was a graduate of the school, and the 
call of the school upon Mr. Crowley for an address. Mr. 
Crowley responded, when a student arose and called for three 
cheers for Mr. Crowley. The cheers were given with a hearty 
good will. Three cheers were then called and given for the 
public schools of Baltimore and the visiting Commission. An 
address was delivered by the Mayor, who exhorted the boys 
to the emulation of worth of character and patriotic devotion 
to their country and its free and independent institutions. 

The building occupied by the Central High School of Phila- 
delphia has become too small for the accommodation of the 
number of boys seeking admission. It has therefore been 
determined that a larger and more suitable building shall be 
provided for their use. The committee on the school are now 
in search of a site for the new edifice which it is supposed will 
not cost less than four hundred and fifty thousand dollars. 
The building is to be spacious and elegant, and supplied witb 
every conceivable convenience for the purposes for whieb it is 



18 



designed. This is the second time the school has outgrown 
its accommodations. 

The Central High School of Philadelphia is composed o* 
fourteen classes, several of which are sub-divided into two and 
three sections. The scholastic year is divided into two terms. 
Candidates for admission are examined and entered in the 
months of February and July. The commencements of the 
year 1866, were held on the 15th of Februar}^ and 12th of 
July. Fifteen students were graduated in February and 
thirteen in July, each of whom received the degree of Bachelor 
of Arts. The degree of Master of Arts was conferred upon 
fourteen graduates in February and nine in July, all of whom 
had passed the four years course not less than five years before 
the receipt of the honor. Thirty-seven of the classes of 
February were distinguished by the receipt of terra averages 
ranging from 95 to 99. 8. Forty-two pupils of the classes of 
July were distinguished in the same manner, the term aver- 
ages ranging from 95 to 99. 

By the law of the State of Pennsylvania, the Board of Con- 
trollers of the public schools of Philadelphia has power to 
confer the usual scholastic degrees upon deserving students. 

girls' high and normal school. 

The Commission was attended on its visit to the Girls' High 
and Normal School by a large party of members of the Boards 
of Aldermen and ContyroUers of Public Schools and citizens of 
Philadelphia. The exercises of the occasion consisted in recita- 
tions by young ladies selected for the purpose, and singing. 
The recitations were readings from memory. The style of the 
reading was of an elevated character, exhibiting care in the 
eflPort to cultivate the physical powers, in expression, as well 
as the mental in the recognition and use of the proprieties of 
rhetorical precision. Among the pieces recited was the 



19 

humorous satire entitled " Aunt Hetty's Observations on 
Matrimony." The reading of the piece by Miss Stevens 
deserves especial notice on account of the distinctness of her 
enunciation and the propriety of her rhetorical pauses. These 
qualities were prominent and gave effect to the reading, ren- 
dering it highly attractive and pleasant to all who heard it. 
Although a humorous piece, and at times requiring rapidity 
of expression, the enunciation was clear and the pauses were 
well timed. The most attractive feature of the performance 
was in the fact, apparent to all the listeners, of the unconscious- 
ness of the young lady of any advantages she possessed over 
others in the use of her powers, or that she was producing any- 
thing more than an ordinary impression upon her audience. 

In several choruses, sung by the school, the young ladies 
exhibited a high degree of cultivation in the use of their vocal 
powers. Their efforts in the melody of sweet sounds were 
equally impressive with those of their elocutionary perfor- 
mances. 

The students of the Girls' High and Normal School are ad- 
mitted after a satisfactory examination in Eeading, Writing, 
Orthography, Etymology, Definition of words, Grammar, 
Parsing, History of the United States, Constitution of the 
United States, Arithmetic and Mensuration. No student is 
admitted who has not been a pupil of the public schools at 
least one year. The studies of the school consist in a general 
review of branches taught in the lower schools, together with 
Etymology, Reading, Elocution, Local and Physical Geography, 
Arithmetic, Algebra, Mensuration, Geometry, Geology, Rhet- 
oric, Moral Science, Grammar, Analyses of Language, Compo. 
sition. History of the United States, Constitution of the United 
State8,Universal History, Natural Science, Penmanship, Music. 

In addition to the usual scholastic training of the High 
School, the students are instructed in the art of teaching. 



20 

The instructious thus imparted include the art of governing the 
school, as well as that of imparting knowledge. Lectures are 
delivered on the theory and practice of teaching, and the stu" 
dents are exercised in the practice of working the various de- 
partments of the school. The knowledge attained in the de- 
partment of the High School is employed practically, in the 
art of teaching, in the Normal department. 

The number of pupils attending the school as presented in 
the records is 352. Number of teachers 11. All the teach- 
ers, except the Principal and the Professor of Music, are 
females. As in the Central High School, students are admitted 
and graduated twice a year. In February, 1866, there were 
graduated twenty-seven. The whole number that left the 
school, including the graduates, is eighty-seven. Number 
left who did not graduate, sixty. The number of graduates is 
much less than the number that did not graduate. So also in 
the changes reported in July 1866. Number who graduated, 
thirty-two. Number left who did not graduate, forty-two. 
In the difference between the number graduating and the 
number that leave the school without graduating, there 
appears to be a great loss in the service of the school. This 
loss is the more to be regretted when the thorough character 
of the training of the school is considered. 

At the February examination 125 candidates were examined 
for admission and 99 admitted. Nineteen were rejected, and 
seven that were passed did not enter the school. The number 
examined in July is 172. Number passed 86. Rejected 78. 
Eight that were passed in July did not enter the school. The 
examinations, as indicated by the questions given in the last 
report, were thorough. The requisition for the passage of 
such examinations is somewhat beyond the average of the 
scholastic attainment of schools generally. 

The Girls' High and Normal School of Philadelphia is occu- 
pying a very important position in the system of that city. 



21 

It is certainly performing good service in the number of well 
prepared teachers it furnishes the cause of public education. 
The supply from tlie scliool is far from being adequate 
to the demand of the city. Its enlargement is called for 
by the Faculty of the school and by the Board of Con- 
trollers. In the great interest that appears to excite the 
educational arena, it is probable that the call will be re- 
sponded to, and that the city will be furnished with one 
of the largest and most useful Normal Schools of the country, 
one that may be fully adequate to the demands of the schools 
for a competent and faithful teaching element. 

QIRARD COLLEGE. 

Through the polite attention of Mr. W. C. Haines, who is 
one of the Directors, an invitation was given to the Commission 
to visit Girard College. Tlie invitation was thankfully accept- 
ed. At the hour appointed, the members of the Commission and 
those of the Philadelphia committee who accompanied them, the 
whole party, being about fifty in number, proceeded to the Col- 
lege. In the hall of the building the company was met by Mr. 
Charles E. Lex, the accomplished President of the institution, 
who received his guests with a hearty welcome. After the con- 
gratulations of the hall, we were directed to the chapel or study- 
room, where the boys, nearly five hundred in number, were as- 
sembled. The exercises of the occasion consisted in reading 
and singing, in both of which departments evidences of culture 
•were apparent. The pupils were addressed by Mr. McPhail. 
The behavior of the boys was excellent. It Ij^ving been re- 
marked that the boys were not dressed alike, as is the case 
in other institutions of the kind, we were informed that by the 
will of Mr. Girard it was ordered otherwise. He directed 
that there should be no peculiarity of dress. The purpose 
was to avoid the nniformity of attire usual in institutions of 
the kind. 



22 

The Faculty of the College consists of the President and 
seven Professors. They are assisted by twelve female teachers. 
The household is composed of a matrou, five prefects, six 
governesses, a steward, two physicians and a dentist. The 
discipline of the institution is distinct from the teaching de- 
partment, and is vested in the prefects and governesses. 
The professors and teachers are responsible for the behaviour 
of the pupils, only during the hours of recitation. The order 
in this relation is said to work very well. 

The studies of the institution include all the branches of 
the most thorough education, and were designed by Mr. 
Girard, to prepare the pupil for any and every department of 
life. The boys are taken into the chapel morning and 
evening, for engagement in religious services, which consist 
of singing and prayer. These services are performed by lay- 
men, as no clergyman, as such, is permitted by the will of Mr. 
Girard to visit the institution. On Sundays the services of the 
chapel consist of singing, prayer and addresses, all of which 
must be conducted and performed by laymen. 

The grounds of the college are extensive, affording ample 
room for exercise, with a large pond, the water of whfch is 
supplied from a continuously running stream for bathing and 
skating. 

The present provision of the college is sufficient for the 
support and education of five hundred boys. It is designed, 
that as the funds of the estate admit of the advance, to increase 
the number. It is expected that in a few years the number of 
pupils may be increased to a thousand. The will of Girard 
evinces a most extended degree of mental power, controlled by 
unusual sagacity. The estate is performing its appointed 
service, in regularly increasing proportions. The benefaction, 
as ordered by his will, is a model of excellence which may be 
safely imitated by succeeding philanthropists. 



23 



After a thorough examination of the institution, including 
the departments allotted to Mr. Girard's household effects, 
with its old-fashioned carriage and his clothes as patched by 
himself, the company was invited to a well-prepared repast, 
which concluded the events of an exceedingly interesting 
visit, and most pleasant and gratifying entertainment. 

THE PUBLIC SCHOOL SYSTEM OF PIIILADELPUIA. 

The State of Pennsylvania is divided into 1886 school dis- 
tricts. The city of Philadelphia, which now includes the 
county of Philadelphia, is the first district. As a district, 
Philadelphia is divided into twenty-seven sections. The 
sections correspond with the wards of the city. The inhab- 
itants of each ward or section elect twelve School Directors. 
The Directors thus elected constitute the Board of Directors of 
of the section. Each Board has charge of all the public 
schools of its section. The term of office of four members of 
the Board, expires at the end of each year, but the same four 
may be re-elected. It is designed that there shall be as many 
school-houses in each district as shall afford accommodations 
to all the pupils of the district. The houses are erected as 
needed. 

The general control of the public schools is vested in a 
Board entitled " The Board of Controllers of Public Schools." 
This Board consists of twenty-seven gentlemen, one repre- 
senting each section. The Boards of School Directors of the 
sections elect the representives of the Boards, and of the 
sections in the Board of Controllers. 

The Board of Controllers is divided into committees, who 
have charge of all the business of the Board in its various 
departments. There are five members of the Board on each 
committee besides the President, who is ex-officioa member of 
them all. The following are the titles of the committees : — 



24 

1. Accounts. 2. Supplies. 3. Text Books. 4. Property. 
5. Central High School. 6. The Girls' High and Normal 
School. Y. Grammar, Secondary and Primary Schools. 
8. Qualifications of Teachers. 9. Reports of Schools. 10. 
Expenses. 

The Board of Controllers and the Boards of the Sections, 
meet once a month. The School Directors of the sections super- 
vise the schools of their sections. They select teachers from per- 
sons who obtain certificates after examination by the committee 
on Qualifications of Teachers, of the Board of Controllers. 
They order supplies from the stock provided by the committee 
on Supplies. They receive reports from the Principals of the 
schools, and deliver them to the committee on Reports, of the 
Central Board. They select sites for school-houses, and apply 
for authority to build the same^ to the Central Board. The 
Sectional Boards make no contracts nor purchases, without 
permission of the Central Board. ■ They are not allowed to 
contract any debt over one hundred dollars. The patronage 
of the system is separated from the paying body. The Sec- 
tional Boards designate what is needed for the support of the 
schools, and in a limited degree provide for it, but the Central 
Body has charge of the funds and pays the bills. 

The Board of Controllers exercise a general supervision 
over the school system and over the schools. They visit the 
schools as members of the Central Board, as well as Directors 
of the sections. The bills of the Sectional Boards, before they 
can be audited for payment, are submitted to the com- 
mittees of the Central Board in accordance with their charac- 
ter. They are examined by the committees, and by them 
passed for the approval of the Central Board and for payment. 
Each committee of the Central Board has an appropriate 
stamp, which is placed upon all bills passed by tlie commit- 
tee. No bill is ordered for payment without the stamp of the 



25 



committee in charge of the department, on account of which 
tlie bill lias been incurred. 

The committee on the Qualification of Teachers hold two ex- 
aminations during the year. The examinations are held in 
May and November. Four respective classes of certificates 
are awarded. 

The first class certificate signifies the eligibility of the 
holder to the position of Principal of a grammar school, and 
to all positions under it. No certificate of the class is award- 
ed to any person who has not taught school three years. 

The second class certificate entitles the holder to the posi- 
tion of first assistant in a grammar school, and to any lower 
position. This certificate is not awarded to any person who 
has not taught school two years. The holder of the second 
class certificate, either male or female, and twenty-one years 
of age, may be elected Principal of an unclassified or second- 
ary school, or male and eighteen years of age, may be elected 
Principal of an unclassified school. 

The third class certificate entitles the holder to the situa- 
tion of second assistant in a grammar school, or to any 
lower position. This certificate is not awarded to any person 
who has not taught school one year. If twenty-one years of 
age, the holder of this certificate may be elected Principal of a 
primary school. 

The fourth class certificate renders the holder eligible to the 
situations of third and fourth assistants in grammar schools, 
and to all lower positions. 

No person under seventeen years of age can be elected to 
any position in the public schools, although such person may 
be examined, and a certificate of proficiency awarded. 

All applications for situations as teachers must be accom- 
panied by the certificate of qualification. 

The average of forty-five pupils in attendance is allotted to 
eac'i teacher of grammar ami secondary schools. The average 
of £fty pupils ia allottdd to each dags of tho primary echool*. 
4 



26 

The committee on the Reports of Schools report to the 
Board of Controllers, quarterly, the number of teachers and 
pupils in each school. These reports are made for the pur- 
pose of keeping the Board informed in relation to the proper 
number of teachers necessary for the management of the 
schools. If the number of pupils in actual attendance does not 
average forty-five for a grammar or a secondary, and fifty 
for a primary school, the number of teachers is reduced un- 
til these averages are reached. In computing these quarter- 
1}^ averages, the months of June and July are excluded. 
The attendance of the pupils becomes less as the period ap- 
proaches the holidays. The Principals of all the schools, ex- 
cept the Central High School, and Girls' High & Normal 
School, report to the Sectional Boards. These schools report 
to the Central Board. 

The committee on Books award to each school its propor- 
tion of books and stationery. The proportion allowed is a 
certain amount for each pupil, beyond which the teachers are 
not permitted to draw. 

Book agents, or agents rf persons desirous of contracting for 
supplies, are prohibited from visiting the schools, and from 
making any overtures to the teachers, with a view of securing 
their favor. 

The schools are opened by reading ten or more verses of 
Scripture, and singing a hymn. 

One and a half hours of home study are allotted to pupils of 
grammar schools ; one hour to the pupils of the secondary 
and none to the pupils of the primary schools. 

Certificates of approbation and regard, handsomely en- 
graved and signed by the teachers and the committee of School 
Directors having charge of the school, are given to pupils who 
maintain an honorable position and make proficiency in their 
studies. The certificates thus awarded are eighteen by twenty- 
one inches in size, and contain several beautifully engraved 



27 

vignettes. The certificate constitutes what is esteemed a 
valuable testimonial .for presentation. Many of" them are 
suitably framed and suspended upon the walls of the houses 
of the recipients. 

The system of rewards for propriety of conduct and pro- 
gress in study, is recognized and extensively carried out in 
Philadelphia. 

HOSPITALITIES. 

During the two days of the stay of the Commission in Phil- 
adelphia, the hours of morning and noon were occupied in 
visiting the schools. Those of the afternoon were passed in 
attendance upon the Water Department. Fairmount, the Phil- 
adelphia Park, Wissahickon and other places were visited. 
The Water Engineer and members of the committee made 
notes of all matters that attracted their attention. At differ- 
ent points, refreshments of substantial character were provid- 
ed, by means of which the members of the Commission and 
their friends were enabled to undergo the labor of such rapid 
movements, as kept them busily employed during all the work- 
ing hours of the day. The Philadelphia friends who were in 
attendance upon the Commission, evinced a determination that 
no means of obtaining the intelligence sought and of personal 
enjoyment should be omitted. The periods of refreshment 
were so arranged that just about the time they were needed 
they were in readiness, and at points previously designated. 
No interposition was allowed to interfere with the labors of the 
day, and in the evening of each day, when the work was done, 
the company assembled to partake of the well provided din- 
ner. The intermingling of the elegant entertainment, with 
exhibitions of generous action, of kindliest sentiment and feel- 
ing, wrought in so effectually with the dutiesof the visit, that 
even labor itself was rendered highest pleasure. On the road 
to the Park, or perhaps some other road, for it was impossible 
for us to know always where we were amid the changes of 



28 

landscape, we were stopped at the residence of Alder nan 
Gillingliam, a little way out of the city. There refreshments 
were provided and an entertainment presented that were not in 
the programme, and of which the members of the committee 
in attendance were not apprised. The treat was delightful. 
It was that of the home hospitality in a beautiful country resi- 
dence. The enjoyment afforded was fully equal to the prepa- 
ration. It was all the more engaging amid the surroundings 
of vines and flowers and fruits in the process of maturity. 
The exchange of civilities and friendly congratulations, all 
unpremeditated, was most fervent. Members of the Commis- 
sion, with those of the committee in attendance, hurried 
rapidly with the events of the visit. In the garden among 
the flowers : in the parlor with the photographs ; in the li- 
brary among the books ; in the reception-room amid the 
crowd ; in looking out upon the beauty of the premises; in 
examining the pictures ; in thumbing the books ; in conver- 
sation and laughter — everywhere the flight of the minutes 
was for the time unheeded. Time, ever rapid in its flight, 
went by with a rush of greatly increased rapidity, and not 
until informed by some thoughtful sage, who took the note of 
passing moments, th it we had other duties for the day, could 
the thought of leaving be entertained. Reluctantly the com- 
pany left this home of comfort, and dashed forward until the 
scene opened amid the whirl of machinery and the rush of 
water, and then was changed to the fiery furnaces and im- 
mense depositories of the gas works. The supply of water 
an 1 gas for so large a city as Philadelphia, requires the most 
enlarged capacities, alike of human intelligence, of territory, 
of machinery, of labor and of the moneyed element. Of none 
of these does there appear to be any stint in Philadelphia, As 
with the public schools, so with the agencies necessary for the 
supply and support of a large city, there appears to be abun- 
dant provision and a liberal application of the same. This is 



29 

apparent in the active and successful working of the several 
departments of the cit3^'s labor. 

The members of the Conimiss'on were most favorably im- 
pressed with the view afforded of the working elements of the 
school literature, and the supply departments of Philadelphia. 
Notes were made of the stiiking features of each, and it is 
hoped they may be rendered useful in such improvements as 
they may suggest, in the management of the like departments 
of our own city. 

AT THE CONTINENTAL. 

The quarters assigned the Commission at the Continental 
were of the most pleasant and acceptable character. Not a 
member was heard to say that he was not well accomodated. 
Every attention was given to us, and we were as much at 
home as we could expect to be at a hotel. Every call was 
promptly answered. Every requisition was satisfactorily re- 
sponded to. When the party left, the declaration was upon 
each lip, that no company of gentlemen could have been better 
seived anywhere. 

DEPARTUKE FOR NEW YORK. 

Crowded as the day had been with the business of the Com- 
mission, it became necessary that the dinner hour should be 
postponed until the evening. At the table, the various themes 
of the visit were discussed, and much intelligence was elicit- 
ed in conversation. At a late hour the company left the din- 
ing room at the hotel, and proceeded in carriages to the train 
for New York. At midnight, the members of the Commission 
were separated from those of the committee that had so faith- 
fully attended them in their rounds of examination. Friend- 
ships were formed during the visits to various localities which, 
were not to be disturbed by the departure of the Commission. 
Those friendships may be of mutual service in the future. 
We Avere informed at the counter of the hotel that our bills 
were settled — a generous act on the part of our friends which 



30 

we had no right to expect With mutual promises of future 
counsel and aid, the good-bye was exchanged, and the Com- 
mission was on its way for the prosecution of its labors in the 
grtat business metropolis of our country. 

ARRIVAL AT NEW YORK. 

About four o'clock on Wednesday morning, after a plea- 
sant ride of four hours we arrived in New York, and proceed- 
ing immediately to the Metropolitan, engaged a parlor and 
rooms for the company. The parlor was eligibly situated and 
pleasant, and most of the gentlemen of the compauy were 
furnished with pleasant rooms. Complaints were made by 
others of being obliged to occupy basement rooms, which were 
on a level with the cellar, and within hearing distance of ma- 
chinery, laundry, kitchen, &c. ThediflSculty most complain- 
ed of was that of going up one flight of stairs and down two 
other flights to reach the allotted apartments. The complaints 
were answered by the provision of better accommodations for 
those who were determined to secure them or leave, and the 
quiet occupany of their quarters by others who were more 
easily disposed of. Those of the party who were wearied with 
their travel sought rest in a few hours sleep. Others occu- 
pied the early morning hours in rambling over various parts 
of the city. 

RECEPTION. 

At nine o'clock, according to appointment by te'epjraph 
with the Secretary of our Board, the committee of gentlemen 
who had been appointed for the purpose by the Board of Edu- 
cation, received the Commission with a hearty welcome. The 
following gentlemen of the committee were in attendance : 
Messrs. Wilson Small, Samuel B. H. Vance, Benj. B. Merrill, 
James L. Miller, Horatio P. Allen. The number was after- 
wards increased by the presence of Hon. S. S. Randall, Chief, and 



31 

J. Kalkins, Esq. Assistant Superintendent of Public Schools, 
and Thomas Bosie, Esq., Clerk of the Board. After a gen- 
eral and personal introduction and mutual expressions of 
gratification and pleasure, explanations were interchanged in 
relation to the purposes of the visits and the manner in which 
its objects were to be realized. The New York friends stated 
that after having received intelligence of our intention to 
make a personal call for information in regard to the working 
of their school system, and machinery for the supply of water 
to the city, they had made preparation for the service desired' 
and were ready to convey us to any points that might be sug- 
gested. The schools were named as the first objects in the 
order of visitation, allowing due importance and interest to 
the water department. " Then for the schools, gentlemen," 
exclaimed one of the committee of reception, " carriages are 
at the door and we have laid out a programme that will keep 
us busy through the day. Let us hurry to the work." A re- 
sponse was made by a general movement towards the carriages, 
which were soon filled. Animated with the most pleasant an- 
ticipations, rendered all the more interesting by the conversa- 
tion of our friends, we were hurried forward to the first school 
mentioned in the programme as prepared for our entertain- 
ment. The schools visited are Boys' and Girls' Grammar 
and Primary ^hools Nos. 14, 16, 17, 20, 41, Girls' Gram- 
mar and Primary Nos. 33 and 45, and Boys' Grammar and 
Primary No. 55 ; Primary School No. 20, conducted in a 
building occupied exclusively by the school,, and No. 1 School 
for colored pupils. 

School No. 16. 

Our first visit was to School No. 16, West Thirteenth 
street, in the Ninth Ward. The school consists of a Boys' 
Grammar department of 8 teachers and 257 pupils ; a Girls' 
Grammar department of 8 teachers and 270 pupils, and a 



32 

Boys' and Girls' Primary department of 8 teachers and 360 
pupils. The different departments are conducted on different 
floors, as is the case with all the schools of similar character. 
The exercises of the school, witnessed on the occasion, con- 
sisted of lessons in the branches of study as pursued by the 
several classes of the school, except French and Drawing. The 
recitations of the class rooms were of the most interesting 
character. The lessons recited were those of Arithmetic, 
Grammar and Geography. The readiness of the pupils in 
their replies to the interrogatories of the teachers, evinced 
a creditable degree of study and no little effort in the 
work of instruction on part of the teachers. In the ex- 
planations of the lessons for study, the teachers were precise 
and impressive. They labored diligently in the effort to ren- ' 
der the subjects of their departments familiar to the pupils ; 
after which they required that the recitations should be 
prompt and correct. 

After a brief examination of nearly all the class rooms, the 
pupils were assembled in the large room in the centre of the 
building. This room was rendered sufficient in size for the 
accommodation of all the pupils of the school by the removal 
of the sliding partitions, by means of which several apart- 
ments were changed into one. The exercises of the school 
when massed were of a more general charaipter, consisting of 
reading, singing, simultaneous recitation and calisthenic 
movements. All these exercises were highly interesting, es- 
pecially the calisthenic. The calisthenic lessons were given 
by teachers of the school, or by pupils under the direction of 
the teachers. They were all regulated by the music of the 
piano. The order of the school in each department was excellent. 

School** No. 17. 

After quite a hurried examination of the several apartments 
of School No. 16, we were driven rapidly to School No. 17, on 
Forty-seventh street, in the twenty-second ward. This school 



. 33 

is composed of a Boys' department, consisting of 17 teachers 
and 523 pupils, a Girls' department of 16 teachers and 533 
pupils, and a Primary department of 25 teachers and 1267 
pupils. The exercises of the several departments of No. 17, 
were similar to those of No. 16. A singular exhibition was 
presented in the way of a performance on the clapbones by 
Dan Bryant, junior, aged about 14 years, son of the celebrat- 
ed performer of the same name. The performance is that of 
the Castanet of the (Spaniards, used among their musical in- 
struments, especially at their dances. The performance of 
young Bryant was most extraordinary. The bones moved 
like living things between his fingers, and so expressive were 
the sounds that they may well be associated with the tones of 
the musical scale. The boy is represented b}' his teachers as 
a pupil of fair talents, not extraordinary in any development 
except that of the bones, in which he certainly excels to a 
most remarkable extent. 

The exhibition of the primary department was highly at- 
tractive. The i)upils, about one thousand in number, worked 
through their various exercises in marching, calisthenics and 
recitations in a manner that was exciting and pleasing to 
their visiting auditors. Time was kept with the music of the 
piano with remarkable precision. 

School No. 20. 

The next school visited was No. 20 on Chrystie street, twen- 
tieth ward. In the Boys' department there were twelve teach- 
ers and 394 pupils ; in the Girls' department, ten teachers and 
287 pupils ; in the Primary department twenty-one teachers 
and 1,010 pupils. The scholastic development of all the de- 
partments was fully equal to that of the other schools visited. 
The marching and calisthenic movements were especially at- 
tractive. In the Primary department the precision with 
which the pupils performed was remarkable. Every eye ap- 



u 

peared to be rivetted upon the teacher during the exercises. 
The motions of the pupils were simultaneous with hers, and 
executed with great regularity. 

School No. 33. 

jSTo. 33 appears to be a Girls' Grammar, and Boys' and 
Girls' Primary School. We have no notes of attendance upon 
a Boys' department of the Grammar School. The Girls' Gram- 
mar department is composed of eighteen teachers and 570 pu- 
pils. In the Primary department there are twenty-five teach- 
ers and 1,159 pupils. The school is located on Twenty-eighth 
street, in the twentieth ward. In passing through the class 
rooms of the Girls' Grammar School, frequent attractions 
were presented in the promptness with which the pupils re- 
turned answers to the questions propounded by the teachers. 
Members of the Commission interi)osed questions occasionally, 
which were as promptly ansAvered. la the Primary depart- 
ment the recitations seemed to be regulated by the calisthenic 
movements, which were very pleasing to the children. Thty 
were quite happy in working through the frequent changes 
that occurred during the exercises. As they arose from their 
seats and were again seated, and motioning to right and left, 
their countenances expressed highest satisfaction. The men- 
tal exercise appeared to be greatly relieved and rendered plea- 
sant, by the sounds of the music and the simultaneous action 
required in keeping time with them. 

Schools Nos. 41, 45, 55. 

These schools vary in their character, though of like grades 
with others. No. 41 consists of Boys' and Girls' Grammar 
de) artments and a Primary department. No. 45 has no Boys' 
and No. 55 no Girls' department. The exercises of the 
schools were of similar character with the other schools as de- 
iciibed. 



School No. 14. 

We have deferred the description of our visit to school No. 
14, and placed it last among the schools, the diflterent depart- 
ments of which are taught respectively in the same buildings, 
on account of some very remarkable peculiarities in the exer- 
cises of the Primary department, and the thorough dramatic 
effect produced by them. The school is situated on li!7th 
street, near Second avenue, in the third ward. The Boys' de- 
partment, when visited, was composed of 15 teachers and 507 
pupils. In the Girls' department there were 13 teachers and 
461 pupils. In the Primary department there were 23 teach- 
ers and 1,309 pupils. After passing through some ten or 
twelve class rooms in each of the Grrammar departments, the 
partitions which separated two of the largest rooms were ran 
aside, when the whole central part of the building was con- 
verted into a single room. In this room the entiie depart- 
ment of boys on the third, and of girls on the second floor, 
was assembled. In the Boys' department there were present 
over four hundred pupils ; in the Girls' department there were 
present about three hundred and seventy-five pupils. The ex- 
ercises of spelling and reading were conducted by all the pu- 
pils in concert, and singly by several selected for the purpose. 
The singing was performed by the entire departments. The 
scholastic and musical exhibitions were highly creditable to 
both departments. The movements of the classes from the 
class rooms to the large assembling room were regulated by 
pianos, two of which viere in each of the large rooms. All 
the changes were performed in marches, some in the usual 
step, others in the double quick time of the military develop- 
ment. Calisthenic exercises were performed with great pre- 
cision under the direction of assistant teachers The regulari- 
ty of movement in so large a number of children, all well 



36 



dressed, and many of them tastefully attired, was truly inter- 
esting. 

After passing through the Boys' and Girls' Grammar de- 
partments, we were conducted into the Primary department, 
where a scene was presented, such as is seldom witnessed. 
There were nearly twelve hundred children present. They 
were arranged in parts of about one half on the level of the 
floor, and the other half, composed of the smaller pupils, on 
elevated seats rising in a slope of about fifteen feet to about 
fifty feet of the level. At the end of the room in front of the 
principal teachers' platform, there was a piano, and another 
immediately in front of the elevated seats. Both pianos were 
used together in all the general movements of the pupils. 
The marches and calisthenic movements were performed in an 
admirable manner. The children were well dressed, and 
many of them quite tastefully. The mass of over twelve hun- 
dred little living beings, arrayed in the various colors of their 
dresses, on the level and rising with the slope, arrested and 
rivetted the attention of every member of the Commission. It 
is difiicult to give proper efi'ect in a description of their per- 
formances. The regularity of their movements, their simul- 
taneous enunciation, their young voices mingling in the mel- 
ody of their childhood's songs, appeared in exhibition as much 
like a fairy scene as could be imagined. In some of their 
songs, the music and the calisthenic motion are simultaneous. 
When they sing " Now we all stand up," they spring to their 
feet, the entire mass with apparently a single motion. When 
they sing '^ Now we all set down," they drop into their 
seats. " Now we fold our arms," all arms are folded, "Now 
we are nodding, nid, nid, nodding," the sea of little heads 
move to right and left as though they were all borne down with 
fatigue, and could not resist the impulse. " Now we all 
go to sleep," each little head falls upon its neighbor's 
shoulder. In this condition all remain in a stillness that 



37 

seems perfect for some moments. After a moment's pause, 
in which there is deathlike silence, the voice of a little 
songstress is heard, and every listener turns and turns 
and strains intensely the feculty of hearing, to distinguish 
from what part of the apparently sleeping multitude the notes 
arise. They fall upon the ear like enchantment. The little 
Songstress sings " The sleeping song." Every word of the 
song is so clearly enunciated as to be heard by the mock sleep- 
ers, and when the last line is sung, as if touched by some ma- 
gic wand, a thousand little heads spring up, and a thousand 
little forms are as erect in their seats, as though they were 
rivetted there by some process of mechanism. They are the 
innocent tones and gestures of childhood, thus represented, 
that appeal to humanity's keenest sensibilities. The uprising 
of its tender emotions is irresistible — then the man becomes the 
child, and sings and laughs and weeps in unison with child- 
hood's ever changing sympathies. 

The teachers of the primary department of No. 14 are de- 
voted to their school. They are as proud as the children, of 
their ability to work through their varied exercises, and en- 
joy great pleasure in drilling them in their performances. 

Primary School No. 20. 

Besides the G-rammar Schools, with primaries, fifty-four in 
number, there are forty primary schools which are not in con- 
nection with Grammar schools. These primary schools form 
one of the most interesting features of the New York system 
of public schools. In the dramatic exhibitions of some of 
them, the effect upon the beholder is of like character with 
that experienced by the members of the Commission at the 
primary department of school No. 14. Primary school No. 
20 has 14 teachers and 604 pupils. A striking peculiarity of 
this school was presented in a uniformity of dress adopted for 
the pupils. The dress of the boys was a white linen jacket 



88 

skirt. A large number of the pupils were arrayed in the 
uniform of the schools. They appeared to be proud of the 
distinction their attire produced. It was remarked that the 
pupils so distinguished, were more erect in their position, and 
wrought through their calisthenics and marching, with an air 
of importance and a uniformity of motion, that did not appear 
in others who wore their ordinary clothing. The distinction 
of dress was used as a means of discipline. Being known as 
pupils of Primary school No. 20, they were cautioned to be 
especially careful of their character, inasmuch as they could 
not cause unfavorable impressions to be made in relation to 
themselves, without reflecting unfavoratdy upon their school. 
The teachers were of opinion that the measure was effective 
in the moral restraint designed, in part, by the badge that 
designated the children as pupils of that particular school. 
It is said also that the incentive worked as well in relation to 
the ambition of the pupils for excellent study, as in deportment. 
Although in its manual exercise the scliool did not appear to 
be the equal of the No. 14 that was associated with the Gram- 
mar schools,, yet was the demonstration most attractive and 
pleasing. The teachers claimed equality with No. 14 in all 
but the difference in the number of pupils attending the 
schools. It is certain that the precision of the calisthenic 
drill was observable in the class rooms. At given signals for 
rising, sitting, folding arms,&c. the movements were prompt 
and decisive, and were performed with a degree of animation 
that indicated unusual spirit in the emulation of excellence in 
their obedience to the ordersof their teachers. The emulation 
extended to the observance of rule in study, no less than in the 
manual operations of the school. The sentiment alike of 
school directors and teachers, was in favor of the dress and 
manual exercise, as incentives to activity and promptness in all 
matters appertaining to school duty. 



No. 1 ScnooL FOR Colored Pupils. 

There are five schools in the city of New York which are 
devoted to the education of the children of colored parents. 
These schools are taught by white and colored teachers. 
School No. 1 is located on Mulberry street in the fourteenth 
ward. The Boys' department has 101 pupils, and is in the 
charge of a Male Principal who is a colored man. He is 
assisted by four teachers, two of whom are males and two fe- 
males. One of the male teachers presided at the piano. The 
singing of the pupils was equal to any thing of the kind we 
had heard. A high degree of excellence is attained in the 
reading department. One of the boys read an essay on Aris- 
tocracy, in a style that would have done credit to a high school. 
The reading was natural and without any apparently studied 
eJBfort. It was clear in enunciation, and the pauses and em- 
phasis were well timed and correct. 

The Girls' department has 171 pupils, and is in charge of a 
white female Principal, who is assisted by four female teach- 
ers. The music teacher is a colored man. A drawing teach- 
er, who is a colored woman, serves both departments. Several 
pieces were read by one of the pupils, a girl of about eighteen 
years of age. The reading was quite as good as that general- 
ly presented in Girls' Grammar Schools. The same pupil sang 
a solo in clear and sweetly musical tones. The performance 
was artistic, and gave evidence of a knowledge of music as a 
science. With a cultivated intellect, and her more than ordi- 
nary capacity in vocal music, she may be able to maintain her- 
self respectably and render herself useful to her race. 

THE NEW YORK SCHOOL SYSTEM. 

The system of Public Schools of the city of New York is re- 
gulated by the law of the State. It is, perhaps, the most 
liberal of any school law in the country. By the law, there are 



40 

appointed several official bodies, composed of gentlemen of 
standing and intelligence, into whose hands is committed the 
duty of conducting all the operations necessary to the working 
of the system. The number of these official bodies is four. 
The means provided for the support of the school are fully 
sufficient for the purpose, , The amount of money required is 
determined by the Board of Education. They draw for it 
upon the City Chamberlain as it is needed, and in such quan- 
tities as are required. No especial appropriations are neces- 
sary, nor is there any interference with the Board in relation 
to any of its disbursements. What is required, is, that the 
Board should give an account of the manner in which its 
funds are expended. 

Board of Education. — The first of the official bodies in 
charge of the system of Public Schools, is the Board of Edu- 
cation. This Board consists of twenty-one persons. The city, 
which is composed of twenty-two wards, is divided into seven 
school districts. Each of the districts includes several wards, 
and is represented in the Board by three gentlemen, who are 
entitled School Commissioners. The Board, therefore, con- 
sists of twenty-one commissioners or members. One member 
for each district is chosen by the people at every charter elec- 
tion, and serves three years. The Board of Education has a 
general supervision over the entire system. They hold in 
charge the school property, appoint the Superintendents of 
Schools, and as many assistants as they deem necessary, and 
a Superintendent of School buildings, and determine their 
duties ; establish new schools ; visit and examine the schools; 
dispose of useless school property ; confirm the appointment 
of school teachers and assign their duties; determine the 
amounts necessary for the support of the schools, and draw 
upon the City Chamberlain for the same. For the purpose of 
performing the service appointed according to law, the Board 



41 

of Education is invested with authority as a corporation. For 
the purpose of carrying out eflBciently the purpose of its or- 
ganization, the JJoard is divided into the following Commit- 
tees : 1. On the Free Academy or New York City College. 
2. On Normal Schools. 3. Finances. 4. New Schools and 
sites. 5. Furniture. 6. Warming and Ventillation. 7. 
Buildings. 8. Supplies. 9. Auditing of accounts. 10. By- 
laws, elections and qualifications. 1 1. Course of studies and 
school Books. 12. On Teachers. The Board reports annually 
to the State Superintendent of Education and to the Common 
Council of the City of New York. In the employment of the 
Board there are the following officers : One Clerk, seven as- 
sistant Clerks ; one Auditor ; one Porter for depository ; one 
Messenger to the Clerk's office ; one City Superintendent; one 
Clerk to Superintendent ; five Assistant Superintendents ; one 
Superintendent of School Buildings ; one Engineer ; one In- 
spector of fuel ; one Janitor of the Hall of the Board. 

Hall of the Board. — The hall of the Board of Education is 
a large building at the corner of Grrand and Elm streets. 
The building has apartments for the meetings of the Board 
and committees, for the officers and for the supplies of the 
schools. The^supplies, including books and stationery, are 
purchased in large quantities and, kept in store for the use of 
the schools. They are distributed as necessities require, upon 
the order of the Trustees. 

School Inspectors. — A second official body in charge of the 
Public Schools is that called "Inspectors of Common Schools." 
Of these Inspectors each district is represented by three. The 
body is equal in number with the Board of Education. The 
duty of the Inspectors is to visit and inspect the schools ; to 
note irregularities and suggest improvements ; certify as cor- 
rect all expenses incurred by the Trustees thai are ordered 
for payment ; examine the attendance of pupils and teach- 
ers ; test the qualifications and faithfulness of teachers in 
6 



42 

the performance of their duties and the order and progress 
of the pupils : attend to the warming and ventilation of 
school houses and comfort of teachers and pupils ; ascer- 
tain if any sectarian doctrines are taught in the schools. 
All matters requiring correction are reported by the Inspec- 
tors to the Trustees. 

School Trustees. — A third official body in the management 
of the schools is the Board of Trustees. This Board is com- 
posed of five members from each ward. The whole number 
is one hundred and ten. The Trustees hold an especial super- 
vision over the schools. They have in charge the school 
premises ; conduct and manage the schools ; furnish supplies ; 
provide repairs, alterations and additions. The expenses gen- 
erally of the Schools are ordered by the Trustees, audited by 
the Inspectors and paid by the Board of Education. 

Method of Appointment . — The School Supervisors and Trus- 
tees are elected by the Board of Education, after nomination 
by the Mayor. One person is nominated each year to repre- 
sent each ward as a Supervisor, and one person as a Trustee ; 
the Supervisor serves three years, and the Trustee five years. 

The Grades of Schools. — There are four grades of schools 
as recognized by the law : the Free Academy or College, 
Grammar, Primary and Evening Schools. Properly, the 
grades are three, the Evening Schools rank as Grammar or 
Primary schools. They include pupils of both grades. The 
Evening Schools do not, therefore, form a separate grade. 

Appointment of Teachers, &c. — The schools generally have 
Principal. Vice Principal and other teachers. The Princi- 
pals and Vice Principals are appointed by the Board of Edu- 
cation ; The other teachers and the janitors are appointed by 
the Board of Trustees. The Faculty of the College is ap- 
pointed by the Board of Education. 

Scholastic Supervision. — The supervision of the schools in 
tbe scholastic department, is vested in one City Superintend- 



4B 

ent and five Assistant Superintendents. The Superintendent 
exeicises supervision over tlie whole, and the assistants over 
respective districts. 

Schools. 

The Schools of the city of New York are denominated, vari- 
ously, as follows : 

1. The Free Academy or City College, 1. 

2. Normal Scliool, or Saturday class for the instruction of 

teachers, 1. 
.3. Normal School, or Saturday class for the instruction of 
colored teachers, 1. 

4. Grammar Schools, white, 92 ; colored, 4. 

5. Primary Schools, white, 88 ; colored, 4. 

6. Evening School, white 24 ; colored 2. 

7. Corporate Schools, white, 32 ; colored, 4. 

The Corporate Schools are institutions of the city of New- 
York, belonging to separate societies and religious denomina- 
tions ; they are the following: 

School of the New York Orphan Asylum. 

•' of the Roman Catholic Orphan Asylum. 

" of the two Half-Orphan Asylums. 

■' of the HousjB of Refuge. 

■' of the Leake & Watts' Orphan House. 

■' of the Association for the benefit of Colored Orphans. 

•' of the American Female Guardian Society. 

" of the New York Juvenile Asylum. 

•' cf the House of Reception. 

" of the Ladies' Home Missionary Society. 

" of the Five Points House of Industry. 

■' of the Childrens' Ai 1 Koclety. 

" of the Nursery & CuiUrens' Hospital. 



44 

Whole number of schools, 255 ; teachers, 2068 ; pupils in 
attendance, exclusive of Corporate Schools, 88,482 ; inclusive 
of Corporate Schools, 93,926; whole number of pupils edu- 
cated during the year, exclusive of Corporate Schools, 212,267 ; 
inclusive of Corporate Schools, 226,903. 

THE FREE ACADEMY OR NEW YORK CITY COLLEGE. 

The Free Academy has, by a recent act of the Legislature 
of New York, been incorporated as a College. The members 
of the Board of Education are Trustees of the College. The 
sura of one hundred and twenty-five thousand dollars per an- 
num, is apportioned by the law of the Legislature for the sup- 
port of the institution. 

When visited by a portion of the Commission, the College 
was not in session. The visitors were conducted through the 
several departments, and the general operations of the classes 
were explained by several of the Professors. The apartments 
of the Professors and tutors are spacious and convenient, al- 
though the building seems to be unnecessarily high. It con- 
sists of five stories, with a chapel or assembling room in a 
clear story immediately under the roof. Our New York friends 
did not seem to be ambitious of an examination of the several 
departments of the building, but promised that when the new 
one should be completed, to conduct us through it with 
pleasure. The new building will probably cost half a mil- 
lion dollars. The present accommodations of the College are 
extensive and not at all inconvenient ; nor are there signs of 
dilapidation in any part of the building. The College is an in- 
corporated institution, with the members of the Board of Edu- 
cation as Trustees. It is in the exclusive charge of a commit- 
tee of the Board. The Professorships of the College are the 
following : 

1. Professor of Moral, Intellectual and Political Philosophy. 

2. Of English Language and Literature. 



46 



3. Of Latin and Greek Languages and Literature. 

4. Of French Language and Literature. 

5. Of German Language and Literature. 

6. Of Spanisli Language and Literature. 

7. Of History and Belles Lettres. 

8. Of Pure Mathematics. 

9. Of Mixed Mathematics. 

10. Of Chemistry and Physics. 

11. Of Natural History and Physiology. 

12. Of Drawing. 

13. Of Philosophy, (adjunct.) 

Besides the above, there are thirteen tutors^, acting as assist- 
ants to the Professors in their respective departments. Other 
officers of the College are, Librarian and Registrar; Assist- 
ant to the Professor of Chemistry, Janitor and Assistant 
in the Repository. The salaries of the Professors vary from 
$4,750 00, to $3,750 00 ; those of the tutors from |2,500, to 
$1,562 50. Number of students in the College in 1866, 906; 
of these 245 left during the year for the purpose of engaging 
in business, or on account of their health. Age of the oldest 
student, twenty-seven years, five months. Age of the young- 
est student, fourteen years ; average age of the whole number, 
twenty yearsand three months. Graduates of July, 1866, twen- 
ty-five. The degrees of Bachelor of Arts were conferred on thir- 
teen graduates. Bachelor of Sciences, on twelve ; Master of 
Arts, on seventeen; Master of Sciences, three. The College 
terms are two ; the first begins on the third Wednesday in Sep- 
tember, and ends the middle of February ; the second begins 
the middle of February, and ends on the third Wednesday of 
July. The courses of study are two ; They are classified un- 
der the titles of Ancient and Modern, and difier only in the 
languages studied. 



46 

The Freshman Class — Studies: Latin, Greek, History 
and Belles Lettres, Matheiujiiics, English, during the 
first term, with the addition of Natural History for the 
second term. The Modern course students study French and 
Spanish, instead of Latin and Greek. 

The Sophomore Class — Studies : Latin, Greek, History 
and Belles Lettres, Englisli Literature ; Mathematics, 
Physics, Drawing, Political Economy, during the first 
term, with the addition of Natural History for the second 
term. The Modern course students have French and Span.- 
ish in place of Latin and Greek. 

Junior Class — First terra : Latin, Greek, Philosophy, Eng- 
lish Language, Natural Philosophy, Physics, Geology. Sec- 
ond term, add Logic, Rhetoric. Modern course students 
change Latin and Greeic for Spanish and German. 

Senior Class — First term : Greek, Philosophy, Chemistry, 
Astronomy and Engineering, French. Second term, add 
Latin, Natural History. The students of the Ancient course 
may have Spanish and German if they so elect. Modern 
course students take German in place of the language course. 

Seniors and Juniors declaim five original pieces before they 
enter College, in the chapel, every morning. Sophomores 
are exercised in Declamation and English Composition. 
Freshmen write one composition a month. All compositions 
are criticized by the classes. Students are rehearsed before 
declaiming 

The departments of the College appear to be furnished lib- 
erally with apparatus, specimens for illustration in the difier- 
ent sciences — cuts, models, skeletons and manikins, for in- 
struction in the Fine Arts. Prizes are awarded to meritori- 
ous students. The value of the pi'operty of the College is es- 
timated at $222,500. The expenditures of the College, in 
1S66, were $91,051 LO. There is no charge fur tuitiuu or 



i1 

books and stationery. The students are required to account 
for any damages to any property entrusted to them, 

GRADES, &C., OF TEACHERS. 

The teachers of the Public Schools of New York are ap- 
pointed upon certificates of grade. The grades of teachers of 
Grammar Schools are, Princii)al, Vice Principal and Assist- 
ant. No person is eligible to the place of Principal or Vice- 
Principal who has not the certificate 'of the grade A. No As- 
sistant can be appointed without the certificate of the grade B. 
Principals of Primary schools are required to produce the cer- 
tificate of grade B. Other certificates are given designating 
the subjects the holder is capable of teaching. Number of pu- 
p'ls t > a tracher ; in the Grammar schools thirty-five ; in the 
Primary schools fifty. No Vice Principal of a Male Grammar 
school can be appointed, unless there has been an attendance 
of one hundred and fifty pupils during the year ending De- 
cember 31st. Unless the number in attendance exceed three 
hundred, there cannot be more than two assistant teachers in 
any Male Grammar School. A Vice Principal may be ap- 
pointed in a Female Grammar School when the attendance ex- 
ceeds one hundred and twenty. A Vice Principal may be ap- 
pointed in a Primary School when the number of ])upils ex- 
ceeds two hundred and forty. The lowest salary paid a male 
Principal of a Grammar School is two thousand dollars. This 
salary is allowed when the number of pupils in attendance 
does not exceed one hundred. The highest salary of a male 
Principal of a Grammar School is three thousand dollars. 
This salary is allowed when the number of pupils exceeds five 
hundred. The salary of a Vice Principal of a school of one 
hundred and fifty pupils in attendance, is two thousind dol- 
lars. One other male teacher is allowed in each Male Gram- 
mar School when the number of pupils exceeds one hundred 



48 

an^ fifty. The salary is fourteen hundred and fifty dollars. 
Female Assistants receive six hundred and seventy-five dol- 
lars. 

Principals of Female Grammar Schools receive twelve hun- 
dred, Vice Principals nine hundred dollars — other assistants 
six hundred dollars. 

Principals of Primary Schools receive ten hundred and 
twelve dollars, Vice Princi{)als seven hundred and fifty dol- 
lars, Assistants, not exceeding five hundred dollars — the mini- 
mum salary is fixed at four hundred dollars. 

Principal teachers mark on pay rolls the absence of teach- 
ers, and the salary for the absent period is deducted. 

PUNISHMENT. 

Corporal punishment is not allowed in any of the Female 
Grammar Schools, nor in any department of the Primary 
Schools. Such punishment is admitted in the Male Grammar 
Schools under restrictions that amount almost to a prohibi- 
tion. It can be inflicted only by the Principal when present. 
In his absence by the Vice Principal. No other teacher is al- 
lowed the privilege. When inflicted by the Principal or Vice 
Principal, the case is to be recorded, stating the name of the 
pupil, with that of the teacher by whom the punishment is in- 
flicted; the offence, with the evidence as ascertained by per- 
sonal investigation, the nature and extent of the punishment. 
The cause of the offence is to be distinctly mentioned to the 
pupil. Such record, if there be any, is to be transmitted once 
in each month to the City Superintendent. Any teacher ne- 
glecting to make such record, or to transmit it to the Super- 
intendent, or who has inflicted unnecessary, cruel or exces- 
sive punishment, is subject to removal from his place. 

GRAMMAR SCHOOLS. 

The Grammar Schools, with Primaries annexed, are number- 
ed School jNo. 1 and so on to 55. Other Primary Schools sepa- 



49 

rate from Grammar Schools number from 1 to 90. Most ot 
the schools have Bjys', Girls' and Primary departments. The 
largest Boys' Grammar department has 20 teachers and 896 
pupils— the smallest 92 pupils. The largest Girls' Grammar 
department has 18 teachers and 594 pupils — the smallest 109 
pupils. The largest Primary department, in connection with 
Grammar departments, has 23 teachers and 1,309 pupils — the 
smallest 150 pupils. The largest separate Primary School has 
23 teachers and 1,072 pupils — the smallest 1 teacher and 40 
pupils. Besides the regular teachers of the schools, there are 
teachers of the French and German languages, of Drawing, 
Music and Penmanship that attend upon most of the schools. 
Vocal Music is taught in many of the Primary schools by a 
separate Music teacher. 

The course of instruction in the Grammar Schools is divid- 
ed into six grades, with a supplementary grade for pupils 
whose parents desire that they shall be prepared for business 
without attending upon a higher school. The six grades of 
study range from Division by two figures to Algebra, through 
simple equations and other corresponding studies. The sup- 
plementary grade for the Male departments include Algebra 
through Quadratic Equations, Geometry, (first four books of 
Legendre,) Mensuration, Elements of Natural Philosophy, 
Chemistry and Astronomy, Science of Government, Book-keep- 
ing, Mechanical and Architectural Drawing, Declamation and 
Composition. The supplementary grade for the Female de- 
partment includes Algebra through simple equations, Geom- 
etry (first book of Legendre,) Physiology, Astronomy, Natural 
Philosophy, including Mechanics, Hydrostatics and. Pneu- 
matics, Ancient History, Composition, Elocution. 

PRIMARY SCHOOLS. 

There appears to be more interest among the school-men of 
New York on behalf of their Primary Schools than they en- 
T 



50 

tertain for any of the other departments of their system. In 
their calisthenic exorcises thty have wrought those schools to 
a high degree of perfection. School directors, teachers and 
pnpiLs, all seem to enjoy very much the dramatic effect of the 
musical and gymnastic departments of their exercises. The 
studies of the Primary Schools are comprised in five grades, 
ranging from the alphabet to division by two figures and other 
corresponding studies. Object lessons constitute a prominent 
feature of those schools. Writing and drawing are taught 
only in the use of the slate. Vocal Music receives a large de- 
gree of attention. Lessons are given in morals and manners. 
The marching exercises, which are regulated by the piano, 
in connection with the calisthenic movements, are conducted 
■with most perfect precision, and are very attractive. The chil- 
dren preserve their persons in an erect position and regulate 
every motion by the musical notes. A scene c.>uld hardly be 
imagined of more attractive character than is produced by the 
simple, yet exceedingly graceful movements of those Primary 
school pupils. 

EVENING SCnoOLS. 

Great interest is manifested by the people of New York on 
behalf of their Evening Schools. They are appreciated by 
those who attend them, and are the agencies of great useful- 
ness to the classes of persons who avail themselves of the 
benefits they afi'ord them. The studies of the Evening Schools 
include those of the Primary, the Grammar and the High 
School, Recently there has been established an Evening High 
Sc'kjqI, which is represented to be " one of the most popular 
and most useful of the educational facilities of the city." The 
course of study is extensive. Besides the usual English 
branches, it includts Algebra, Geometry, Astronomy_, Trigo- 
Dometry, Navigation, ISatural Philosophy, Chemistry, Con- 
stitution of the United States, with the principles of Muuici- 



51 



pal and International law, Architectural and Mechanical 
Drawing. Practical Mechanics, French, German and Spanish 
Languages. Students are admitted after examination in the 
ordinary English branches. They have the privilege of pur- 
suing one or more studies as they prefer. This is probably 
the only institution of the kind in the country, and attended 
as it is by a large number of the young men of the city, it is 
accora[)lishing an enlarged and important service. 

The Evening Schools of New York are attended by both 
sexes. The ave:age attendance of the females compared with 
that of the males is remarkable. The whole number of male 
puj>ilsofthe Evening Schools during the last year is 17,465 — 
the whole number of females is 7,540. Of the 17,465 males 
there is upon the record an average attendance of 7,012. Of 
the 7,540 females the average attendance is 4,190. The re- 
sult shows that the schools are more highly estimated by the 
females, and are more useful to them thau they are to the 
males. 

NORMAL SCHOOLS. 

There are two Saturday Normal Schools in New York city. 
One of them is for the benefit of the white, the other of the 
colored teachers of the New York Public Schools. The ses- 
sions of the schools are held from 9 o'clock A. M., to 1 P. M. 
on Saturdays. All the teachers of the Public Schools of the 
city who do not hold the (ertificate of proficiency of the grade 
A, are required to attend one of the Saturday schools until 
such ceitificate is oblained. Teachers holding the certificate 
A are allowed to attend the school if they prefer to do so. It 
is said that the largest and most interesting part of the at- 
tendance of the schools is by persons who hold the highest 
certificate. They form what is termed a Past Graduate class 
and labor with each other for mutual improvement. The 
New Yoik School Directors speak of this class as a teachers' 
iubtitule of high oidav aod worthy of commendation and «a- 



52 



cotnaoement from all good citizens. The teachers who form 
this class give practical and personal evidence of their love of 
literature as developed in the pursuits of the school room. 
They deserve all the encouragement that can be awarded them. 

DAILY NORMAL SCHOOL. 

The school men of New York are free in the expression of 
their regret that they have no daily Normal School. They 
declare their purpose of establishing such school at the earliest 
possible period. They are making preparation for the purpose, 
and as the Board of Education has the matter entirely in 
control, there will doubtless be established in the city at an 
early date, one of the most extensive and efficient of Normal 
Schools. 

SCHOOLS FOR COLORED CHILDREN. 

There are five schools, besides the Saturday Normal School, 
for the education of the colored children of New York city. 
The departments of the schools are Boys' and Girls' Grammar 
departments ; Grammar and Primary department 1 ; Primary 
department 3. The number of pupils in attendance is 737. 
Whole number in school during the year 1866, 2086. School 
No. 1 is highly creditable in character and usefulness to all 
engaged in its service, and to many that are in the receipt of 
its benefits. It is the boast of this department of the New 
York system, and is likely to perform an enlarged service to 
the class it is designed to benefit. 

ENTERTAINMENT. 

At intervals during our progress among the schools, we were 
conducted to various localities where refreshments were provi- 
ded, and where we were entertained in the most hospitable 
manner. At the Citv Water-works a collation was served, 



5S 



which was well disposed of by as hungry a party as perhaps 
ever went into such work under like circumstances. Onr vis- 
its to the schools had been prolonged far beyond the hour at 
which we were expected to arrive at this point. So great was 
the attraction presented in the Primary department of School 
No. 14, that several members of the Commission were reluctant 
to leave it. By some of the members of our Commission, the 
patience of the New York committee must have been rather se- 
verely tested. They lingered among the classes of the schools, 
not knowing, as did their kind attendants of the school interest, 
that there were delightful preparations for the indulgence and 
refreshment of the physical man, in waiting. When reminded 
of this fact, but few were willing to break off suddenly and 
leave the scene of attraction among the children, for that of 
the festivities among older but not happier associations. For 
prolonging the stay at the Primary school, on one occasion, 
when one of the most ardent and impulsive of our friends 
was entreating and drawing us by force to the bountifully 
supplied table in a delightfully rural spot, we here present 
the apology and promise never so to sin again, except it he 
under like circumstances. We cannot pledge the resistance of 
a scene of enchantment such as that by which we were chain- 
ed among the children of the Primary school. 

The mornings and afternoons of three busy days were spent 
in visiting the schools. The intervals between the school 
hours were occupied in drives to various localities and refresh- 
ment. In the later hours of the afternoon, we were taken to 
the Park, or to some locality in which the hand of art had 
rendered nature all the more attractive by the agencies through 
which the great city was supplied with water. The Crotoa 
works are varied and extensive. In many wild and secluded 
spots they seem to be wrought into scenes of fairy-like enchant- 
ment. Tlie /Park, wild, beautiful and extended as it is, pre- 
sents but one of the many haunts of delightful resort with 



54 



which the people of the city are ffivored. Wherever the glen, 
or the grotto, or the grove could be revealed, whether amid 
the depths of the forest's gloom, or in the craggy ravine, or 
on the river's banks, it was done regardless of time or labor, 
or of the gold that was to be expended in its accora[)lishment. 
Every one that has passed over the territory that lies on the 
Manhattan side of the Hudson, knows what a rocky world is 
continually rising up to the view, and seeming to hid defiance 
to any effort to render it available in the service of mankind. 
Yet everywhere upon the granite area is the pathway opened, 
and busy throngs are engaged in woiking up the habitation 
where the rich man or the poor man may dwell, and in open- 
ing the rural scene where both may wander and find resj)ite 
from the cares and toils of the busy life the multitudes are 
wearing through. Over the ever changing scene the stranger 
hurries, and feels, as he whirls along, that he can view but a 
email portion of the vast territory over which the city is ex- 
tending, and at the close of his journey the impression that 
he is a stranger will be realized more forcibly than when he 
began it. The busy population of woiking men, with axe 
and pick and spade and cart, moving in many companies, 
spread over the surface for miles, and the stieetS;, miies in 
length, stretching far into the country, dotted all along with 
travellers, presented a panorama of active life which co;iId 
hardly fail to make one feel the littleness of his individuality 
and the small importance that the most selfish might claim. 
One of the most..pleasant evenings of our stay in New Yoik, 
was spent at Claremont, on the Hudson, a half hour's drive 
from the city limit, if the city has any limit in that diactiin. 
In viewing and admiring the magnificent scenery on both 
sides of the river, an hour whisked by with indescribable ra- 
pidity, when we \\ere summoned to a most sumptuous repast, 
provided by a warm and devoted advocate of publ c SL'ho;)ls, 
of the house of the Harpers. At the table, the pub^.c school 



55 

interests of New York, Pliilarlelphia and Baltimore were 
represented by some of the most laitht'ul co laborers of the 
cause in those cities. The friends who had accompanied the 
Commission from Philadelphia were with us, and added inte- 
rest to the occasion by their presence, conversation, and 
speeches. The dinner hour or hours were prolonged until 
late in the evening. The time was well occupied by discus- 
sions and complimentary addresses in relation to public edu- 
cation and its probable happy effects upon our country. The 
pleasant co-operation of three of the great cities of the Union, 
on that occasion, was instanced as a befitting precursor to 
more extended sympathy and action, in which the hope was 
expressed that every state and city of the country might be 
involved. 

Three days were delightfully and profitably occupied in 
visiting and examining the ]niblic schools of New York city. 
On the evening of the third, the Commission took passage for 
Boston, by way of Newport, on board of one of the elegant 
steamboats of Long Island Sound. The passage through the 
Sound and up the Narragansett bay to Newport, was a pleas- 
ant one. At Newport we exchanged the steamer for the cars, 
and as the morning dawned, we reached the depot at Boston. 

ARRIVAL AND GREETING AT BOSTON. 

It was about four o'clock on Saturday morning when we 
arrived at Boston. A committee of gentlemen were at the 
depot waiting for us, and greeted us with a hearty welcome. 
Carriages had been provided by the committee for our use. 
With one gentleman of the committee in each of the carriages, 

we started for the city, under the pilotage of Gaffield, 

Esq., of the City Council. Our excellent pilot ordered our 
passage by the longest route, which extended over some of the 
most beautiful and enchanting city suburbs anywhere to be 
found. We rode nearly two hours upon excellent roads and 



66 

through the ever-varying rural scenery and magnificent 
streets of South Boston, around the " C unraon," and hy the 
State House to the Revere Hotel. If it was the design of the 
committee to make a good impression upon their visitors on 
their entrance into their city, they certainly succeeded in ac- 
complishing it. Expressions of admiration were continuous, 
as localities were pointed out, and there was no member of the 
Commission that did not deem the journey as short as it was 
pleasant. At the Revere a crowd of friends were waiting to 
receive us. We were introduced into one of the largest par- 
lors of the house, from which we were soon directed to our 
rooms. But little time was consumed in preparation, when 
we rejoined the gentlemen in the parlor. The crowd had 
thickened during our brief absence. A number of the gen- 
tlemen of the delegation that had visited Baltimore were pres- 
ent, and the recognition and exchange of courtesies rendered 
the scene one of very great interest and pleasure. 

PRESENTATION TO THE MAYOR. . 

Notwithstanc'ing the time occupied in the drive from the 
depot, and the exchange of civilities at the hotel, the company 
partook of an early breakfast ; after which, there was a large 
gathering in the parlor, for the purpose of proceeding to the 
City Hall on a visit to the Mayor and other officers of the 
government, and thence to such of the schools as were intend- 
ed to be visited during the morning. The schools of Boston 
hold one session, from 9 A. M. to 12 M., on Saturdays. 

At half-past eight o'clock the members of the Commission 
were presented to his honor Otis Norcross, Mayor of the city, 
and other officers of the city government. The Mayor made an 
address of welcome, expressing great satisfaction in having 
the opportunity of greeting his friends from Baltimore, and 
the hope that the opportunity afforded of exchanging the 
kindly offers of friendship by the patrons of public education, 



Oi 

would produce a happy effect upou the educational depart- 
ment of our Government. The address was responded to 
by members of the Commission in hearty reciprocation of the 
sentiments it contained, and with the pledge of co-operation 
in the advancement of the great cause of education among 
our people. 

An hour was passed in greetings and congratulations, and 
in looking through the elegant departments of the new City 
Hall, when the company was called to the carriages in wait- 
ing to convey us to the schools. The company consisted of 
nearly fifty persons, all animated to a high degree with the 
desire of working through the pleasant scenes anticipated in 
attendance upon the schools. 

DWIGHT SCHOOL, (GRAMMAR.) 

The Public Schools of Boston are not numbered. They are 
named after distinguished citizehs of Boston principally, all 
of Massachusetts. In place of the numerical arrangement, the 
reports of the schools appear upon the record in alphabetical 
order. They are located in school districts bearing the names 
of the principal schools. 

Dwight Grammar School is a boys' school. It is situated 
on Springfield street, Dwight School District. It has a Pri- 
mary school in connection with it, which is located on Kut- 
land street. The Grammar school is taught by fourteen teach- 
ers of various grades. One Master, one sub- Master, one Ush- 
er, (males ;) one head Assistant, (female,) and ten Assistants, 
(females.) The school is arranged in four divisions. In the 
first divisioa there are two classes. Class first has two teach- 
ers ; class second, one teacher. The Principal has the first 
division of the first class ; class second has one division and 
one teacher ; class third has five divisions and five teachers ; 
class fourth has four divisions and four teachers. The higher 
classes occupy the higher rooms. The first, or highest, second 



58 

and part of the third class are conducted in the third story. 
The average number of pupils belonging to the school is 645. 
The average number in attendance is 618. The per cent of at- 
tendance is 95.6. The class rooms are spacious and conven- 
ient, and not over-crowded with pupils. Each pupil occupies 
a single seat and desk, separated from all others with suffi- 
cient space for any movement that may be necessary in the 
performance of school duty. The exercises of the several class- 
es were conducted with great precision, the teachers insisting 
on an accurate recitation, in most instances in strict accord- 
ance with the letter. Lessons were listened to in spelling, 
reading, geography, grammar and arithmetic. The pupils 
were quick and ready with their answers, and afforded evi- 
dence of the close attention of the teachers to the subjects of 
their study. The movements of the pupils are conducted 
with great regularity. They are generally kept busy while 
engaged in the work of the classes. The process of instruc- 
tion appears to be continuous from one lesson to another, al- 
lowing merely time to make preparations for changes. No 
part of the exercises seems to be in the slighest degree hurried. 
The pupil is directed to be in readiness for his turn, and to 
occupy all the time that is necessary in the reply he is ex- 
pected to make to the inquiry of the teacher. Should any 
embarrassment occur, full time is allowed for its relief, and 
every care is taken that the most complete self-possession shall 
be maintained during the the recitation. The concern of the 
teacher in this relation is a matter of utmost importance to 
the pupil. The confusion and entanglement of thought is 
an occurrence that is frequent in class recitation. It is the 
memory of the subject in its letter, that is intertwined with 
tbe thought in its partial review of the subject as a mental 
operation, and to adapt the words to the thinking process in 
the reply when the words of the lesson are not accurately 
remembered, may readily enough produce the embarrassment. 



59 

It requires consideration and patience on tlie part oftlie teach- 
er to wait and to encourage the pupil in the train of his 
thought as it reaches after the words he may not have mem- 
orized as perfectly as desired. A cross look or a word of re- 
buke may increase the difficulty, perhaps drive all knowledge 
of the subject from the mind and memory of the young re- 
citer. One of the most essential pre-requisites of the teacher 
is his ability to labor in the patient drawing forth of the pow- 
ers of his pupils ; forced haste in recitation is the drawing 
back of the forward moving faculty ; it is the annihilation of 
thought, and a cripple upon the memory. Festine lente — ' 
" make haste slowly," is the true motto of the class in recita- 
tion, as it is of the pupil in study. A reasonable allowance of 
time for the pupil to possess himself of his power of thought 
should always be made. 

If all the Boston teachers possess the faculty of patient 
waiting and calm and considerate encouragement of the tardy 
pupil to the degree witnessed in the manner of those of 
D wight, and some other schools, the pupils are fortunate in 
the selection the School Committee has made. 

D WIGHT PRIMARIES. 

The building occupied by the Dwight Primary schools is 
on Kutland street. There are six of these schools, as they 
are called, although each school seems to be but a class. 
Each class or school occupies a single room. The classes or 
schools, with the rooms they occupy, are numbered from one 
to six^ and each has a teacher and a sub-committee, consisting 
of one gentleman of the Board. The schools, as they are call- 
ed, correspond with the six grades into which the Primary 
schools are divided. The number of pupils, as reported, is 
275 ; boys, 137 ; girls, 138. The average attendance of the 
school for the year 1866, was 248. The per cent, of attend- 
ance was 89.6. 



60 

The lessons of the several classes were recited very well 
from memory, and the answers of the pupils to questions pro- 
pounded, were quick, and generally correct. A number of 
the children of the sixth class were quite small. 

OTHER GRAMMAR SCHOOLS. 

Everett, Prescottand Winthrop Schools were visited by the 
company. Everett Grammar School is a girls' scho)!. Its 
teachers are a Master, four head Assistants and eleven Assist- 
ants. One of the Assistants is a teacher of sewing. The 
head Assistants and Assistants are all females. The number 
of pupils in 1866 was 683. They were divided into four 
classes. The first class was composed of four divisions ; the 
second of three ; the third of four, and the fourth of four ; 
making fifteen divisiois. The average number of pupils to a 
teacher is nearly forty-six. 

The Prescott School, consisting of 239 boys and 215 girls, 
is taught by eleven teachers, besides the teacher of sewing. 
The teachers rank and number as Master, sub-Master, four 
head Assistants, five Assistants and the Sewing teacher. 
Number of pupils to a teacher, forty-one and a fraction. This 
school was not in session when visited, notwithstanding a 
hurried drive, and the exhibition of great anxiety on the part 
of all who desired to examine the school. This was a great 
disappointment. The school was represented as equal to any 
of the Boston schools, and it certainly is conducted in one of 
the most elegant, commodious and convenient Grammar 
school buildings in this country. It is three stories in height. 

The Winthrop School is a girls' school, composed of a Mas- 
ter, four head Assistants, twelve Assistants, a teacher of 
Sewing, and 841 pupils. Number of classes and divisions, 
eighteen; number of pupils, to a teacher, 46§. The Master 
of Winthrop Scliool_, after having been thirty-seven years in 



61 

the service of the Boston School Commission, was honored 
with the title of teacher emeritus, with a salary which will 
likely be continued as long as he lives. He attends the school 
whenever he can do so without inconvenience. On the occa- 
sion of our visit, the chief head Assistant, who is a lady, sent 
for him. When he entered the first class, in which our com- 
pany were assembled, teachers and pupils appeared to be ex- 
cited with pleasure. His venerable appearance added inter- 
est to the scene, and the part he took in the exercises afforded 
the pupils an opportunity of showing how highly they es- 
teemed a teacher who was very nearly worn out in the service of 
the schools. It is creditable to Boston, that she should tlius 
regard the labors of her oldest living teacher. Her provi- 
sion for his support in his old age is doubtless well deserved. 
Like many others who were less fortunate, he expended the 
streiigt'i of his manhood in the service of the public, and it 
was honorable, both to the city of Boston and himself, that he 
was thus remembered. 

When the old teacher entered the class, the girls was en- 
gaged in a recitation in Geography. He was desired imme- 
diately to assume his place as Principal and conduct the exer- 
cises. With tlie apparent interest of a parent for his chil- 
dren, he entered upon the performance of the duty only in the 
way of a supervisor, delicately refraining from any interrup- 
tion of the head Assistant, and assisting her in the examina- 
tion of the class. The recitation was that of a lesson in the 
higher elements of Geography. The conversational manner 
in which the recitation was conducted, indicated the design of 
the teacher in developing the mental powers of the pupils. A 
difference of opinion was suggested in relation to the charac- 
ter of the basin of a river. The answer of a pupil was that 
the basin consisted of all the territory that the river and its 
tributaries would fill if the water were held in it. The sug- 



62 

gestion limited the territorj^ to the bed of the river within its 
banks. The pupil determinedly insisted upon her definition, 
and was sustained by nearly the whole class in opposition to 
the suggestion of the teacher, which was designed as a test of 
the personal knowledge of the pupils upon the subject. The 
old Master congratulated the girls upon their resolute pur- 
pose in maintaining their opinion. 

All the classes of the school were examined, as were most of 
those of the Everett School. The degree of intelligence evinc- 
ed by the pupils is highly creditable to the school system of 
Boston, and quite as creditable to the teachers, who, as we are 
informed, spend no idle time in their classes, but employ all 
the school hours actively and faithfully in the labor of teach- 
ing. 

EMERSON PRIMARY SCHOOL. 

The Emerson Primary School is situated on Poplar street, 
in the Wells school district. It has six classes, six rooms and 
six teachers. Each class or school is in charge of a sub-com- 
mittee. The Emerson and Dean Primary schools appear to 
be associated together under the title of the Wells Primary 
schools. Each of the schools has six teachers, and both com- 
bined, as we are informed, contain 311 boys and 315 girls — 
this is an average of 52 pupils and a fraction to a teacher. 
The grades of the several classes appeared to be as nearly per- 
fect as any school we had visited. The exercises of the classes 
were performed with a readiness that indicated active teach- 
ing. We were informed by the teachers that they kept their 
pupils busy during all the moments they were engaged in the 
school exercises. At recess they were encouraged to freedom 
in tbeir plays. The recess is regulated by a teacher. One at 
least is always present during the entire period. Boisterous 
and excessively noisy engagements are prohibited. Unruly 
pupils are prevented from engaging with others in their pas- 



63 

times. They are selected from those of orderly habits and 
placed by themselves iu a position in which they are immedi- 
ately under the view of the teacher. But few repetitions of 
this rule, when properly enforced, are necessary to reform 
unruly habits. 

The precision in recitation and order of the Emerson School 
are remai'kable. Every pupil appears to be in anxious wait- 
ing for the word of the teacher, and when issued it is prompt- 
ly obeyed by the class. The movements and utterances of the 
class are as nearly simultaneous and similar as they can be. 
The pupils are taught and encouraged to be always on the 
alert, waiting thoughtfully for the word of the teacher, and 
when given, there seems to be no pupil smarter than the rest 
to lead off, but all promptly and readily engage in the re- 
sponse. This habit is wrought by watchfulness and constant 
labor on the part of the teacher. To accomplish it a thorough 
drill is necessary. Once well established the process is plea- 
sure. Both teacher and pupils enjoy the pursuit. Not the 
least department of the pleasurable performance is the cer- 
tainty of the pupil in the intellectual progress that is made. 

Emerson Primary School has become what is termed a school 
of observation, that is, a school that is visited by the teach- 
ers of other schools for the purpose of witnessing the process 
of instruction and recitation for personal improvement. There 
is no reason why every school should not be a school of obser- 
vation, as far as its internal labor may be worthy of the char- 
acter. The only necessity is the properly experienced and 
faithful teacher. The pupils of all schools may be trained in 
regularity of attention and movement, in watchfulness, in 
promptness of speech and action, iu all that is essential in the 
school most distinguished for practical duty and most worthy 
of being termed a school of observation. But it is too true 
that amid the imperfections of humanity few are found, even 
among teachers, that are suflficiently observing and active and 



64 

withal quite enough interested in their work to devote the 
time and care that aj'e required to attain the extent of ability 
apparent in such proficiency. 

LATIN AND ENGLISH HIGH SCHOOL. 

The High School huiLiing is situated on Bedford street. It 
is four stories in height. Every story is occupied by classes 
of the school. The Latin department is separated from the 
English by a hall and stairway. The stairway accommodates 
both sides. Each department has its own Master. The 
Latin department, 273 boys, is conducted by a Master^ two 
sub-Masters, five Ushers, a teacher of French and a teacher 
of Military Drill. The English department, 238 boys, is 
taught by a Master, two sub-Masters, five Ushers, a teacher 
of Drawing and the same teacher of Military Drill that serves 
the Latin department. The boys drill on the Boston Com- 
mon. The members of the Commission were favored with 
an opportunity of witnessing the exercises of this department. 

The exercises of the school, as exhibited to tlie Commission, 
consisted in recitations in Latin and Greek and English and 
Declamations, all of which evinced an extended degree of abil- 
ity and labor on the part of the teachers, and of successful study 
on the part of the students. Some of the students being quite 
small, upon inquiry, it was ascertained that they were admitted 
at ten years of age, such being the rule of the school. They are 
instructed in some of the rudiments of English literature. It 
is said to be an advantage to the pupil to be admitted early 
into the High School, as the instructors had the better oppor- 
tunity of preparing them for advancement. The progress of 
the pupil is onward through the English and Latin High 
School, until he is prepared to enter Harvard College, where 
his education may be completed. Harvard is considere 1 the 
graduating institution of the Public schools of Boston. Those 
of the students who do not avail themselves of the graduatiug 



66 

course of Harvard, are prepared for the various departments 
of business life. 

We cannot close our notice of the Boston High School, 
without commending the students for an act of consideration 
and obedience, which we deem worthy of the highest praise. 
Our visit to the school was delayed more than two hours 
after the time at which we were expected, which was an 
hour after the time for dismissing the school. The Master, 
supposing the visit was postponed on account of some other 
movements of the Commission, dismissed the school. The 
students were proceeding to their homes, when a large num- 
ber of them, attracted by the carriages, and supposing the 
Commission to be in progress toward the school, returned and 
took their places in their study hall. When asked why they 
had returned, they replied, that they were impressed with 
the feeling that their presence was desired, and therefore they 
had returned without any consultation or argument among 
themselves. This voluntary act, submissive to what was be- 
lieved to be the will of the teachers of the school, as well as 
of the visitors, was worthy of the highest commendation. It 
evinced a manliness of consideration and purpose worthy of 
the young men of the High School, who are making their 
way to intelligent citizenship, and doubtless to usefulness and 
honor in the observance of its duties. 

girls' high and normal school. 

This school is designed for the preparation of young ladies 
for the duties of the teacher. The building it occupies is not 
at all convenient. It appears to have been a dwelling house 
with a back building, and to have been altered to answer 
the purposes of the school. But, inconvenient as it is, there 
is a good work performed upon its two and three several 
floors. Part of the building is two, and part three stories in 
height. The street on which the school is situated is narrow 
9 



and dark. After examining the various rooms and classes, 
we were pleased at the information that a new huilding was 
in prospect, which we hope will speedily be supplied for the 
intelligent and woman-like young persons who are to he edu- 
cated in its halls. 

The teachers of the school consist of a Master, head Assist- 
ant and eight Assistants, (the head and other Assistants 
all females,) a teacher of Drawing, a teacher of Music and 
teachers of the French and German languages. The number 
of pupils, as stated, is 273. In passing through the rooms, 
we witnessed recitations in Latin, French, Rhetoric, Geome- 
try, Reading, Phonetics, Botany, Hydraulics, Drawing and 
Map Drawing and exercises in the sounds of the letters. The 
action of the syphon was practically demonstrated by one of 
the young ladies. The drawing lesson consisted, in part, of 
a close analysis of the laws of perspective, with their applica- 
tion. All the recitations afforded evidence of a high degree 
of culture. Among the exercises in reading, was that of the 
" Old Clock on the Stairs." It was executed in an admirable 
manner by Miss Bennett. The lesson in Botany was an anal- 
ysis of clover ; the plant was well dissected, and its history 
elucidated from the seed through the drying, and the nourish- 
ment it aifords the animal, for which as food it is provided. 

The object of the Girls' High and Normal School, is to 
teach young ladies in the art of teaching, and to afford them 
sueli practice as may be most likely to develope their powers 
in connection with the profession which they design shall be 
their pursuit in life. 

TRAINING DEPARTMENT. 

The training department of the Normal School is situated 
in a different street, and some distance from the building oc- 
cupied by the several classes of the school. Over the training 
department, there is a Superintendent, an Assistant Superin- 



67 

tendent and three Primary teachers. Under each of the 
Primary teachers, there is a chiss of Primary school chil- 
dren. The classes are provided for the use of the pupil 
teachers who are receiving their education. When no such 
pupil teacher is present, the class is managed by the Pri- 
mary teacher. The pupil teachers conduct the exercises of 
the school, under the supervision of the Superintendents. 
The graduates of the Girls' High and Normal School are the 
pupil teachers. They teach in turns of a week each ; while 
one is teaching, others are waiting by and looking on. Those 
in waiting are expected to criticise tlie teachers. By witness- 
ing and criticising the fault, all learn how to correct it. All 
the criticisms are subject to examination and final correction 
by the Superintendents. 

The training school is found to be of great service to the 
teaching element of Boston. It occupies the position of what 
is termed the Model school in its connection with the Normal 
School. A Model school is one in which the model or example 
is given by v/hich others are to perform the service. The 
model or example is said to be in the work as performed by the 
head of the school — the teacher having the experience. As 
the trial teaching is done by the learner, and subjected to the 
examination and correction of the teacher of experience, we 
should suppose the term, training, were more appropriate than 
that of model. The term, training school, presents the school 
of practice, as it appears, in a more proper representation 
than that of the Model School. 

The school for training is an essential adjunct of the Nor- 
mal School. The lessons given by lectures and illustrated by 
works upon the subject, both as a science and an art, are im- 
pressed upon the mind and rendered practical in the habit by 
personal application, under the eye and correction of experi- 
ence. It were better that deficiencies and faults should be 
corrected and removed in the training school, than that they 



68 



sliould be left to be worked off in the actual service of the 
school-room. If teaching is a science, it must be learned by 
the same process in which the regular school sciences are at- 
tained. If it be an art, the proper way to learn it is by prac- 
tice, as any other art is learned. In this consideration, the 
training school becomes as essential to the Normal school, as 
the Normal school is to the School system. 

RECREATIVE OPERATIONS. 

Our Boston friends had so arranged for our visit as to mingle 
pleasure with duty in an admirable manner ; so completely 
was this effected, that all the intervals between school hours, 
and all the hours of the long summer afternoons, after school, 
were busily occupied in drives, and examining water arrange- 
ments and refreshments. In this recreative order, if we may 
so designate any portion of a service that was all delightfully 
recreative, we visited Beacon Hill Reservoir ; th6 works in 
preparation for the new storage lake on Chesnut Hill and 
other places, all of which afforded pleasure and instruction. 
At the works now in progress for the new lake which is in 
the process of excavation, the company, consisting of not many 
less than a hundred, were liberally entertained with lemon- 
ade, crackers and home-baked pound cakes. 

While on one of the drives, when about three miles from 
the city, we were stopped at the elegant residences of Mr. 
Adams, of the Express Company, and Mr. Payson. At 
Mr. Payson's, we made a hurried excursion over the grounds ; 
while at the green-house, Mr, Payson found us and conducted 
us over the premises. The green-house, which extended over 
two hundred feet iu length, was filled with fruits and flowers 
of the choicest kind. In the deer park the deep shade of the 
lofty trees almost entirely excluded the sun-light, and pre- 
sented a view as sombre as that between twilight and dark- 
ness. The spacious dairy with its shelves of marble., and table 



69 

tops of glass and streams of ever-flowing water, together with 
its bountiful supply of milk and extensive product of but- 
ter, afforded a scene of attraction that arrested the attention 
of all, and caused the company to segregate in knots of various 
numbers to discuss the merits and excellencies of the establish- 
^nent, and the enlarged and liberal views of the proprietor. 

At the residence of Mr. Adams, the company was met by 
one of the Messrs. Adams, the younger, who expressed regret 
at the absence of his father, and who, he said, would have en- 
joyed great pleasure in giving us a welcome to his home. 
We were conducted about the extensive and beautiful grounds, 
and thence to the house, Avhich is one of the largest and most 
elegant of the vicinity. The picture gallery presented a scene 
of unusual attraction. In it were contained some of the finest 
specimens of the best masters of both the arts of sculpture and 
painting. From the cupola, the view of the country for miles 
around exhibited scenery of varied beauty, consisting of culti- 
vated farm lands, fields loaded with grain and forests. Hours 
might have been delightfully and profitably occupied in view- 
ing the prospect which presented new beauties at every glance, 
but the setting of the sun warned us of other scenes that 
awaited us in the city. On our descent from the cupola, we 
were conducted into an apartment where was a table set out 
in elegant style, covered with the delicacies the season afford- 
ed : the supply was bountiful, and the kind aud affable man- 
ners of Mr. Adams so encouraged his guests in partaking of 
his hospitality, that they felt themelves to be as welcome as 
the assurance indicated, and did ample justice to his gener- 
osity. 

EXCURSION TO DEER ISLAND. 

In accordance with previous preparation, the Commission, 
with a large company in attendance, among whom were his 
honor Mayor Norcross and his honor ex-Mayor Lincoln, made 



70 

an excursion to Deer Island. This is one of a number of 
islands with which Boston Bay is dotted. The object of the 
excursion was to visit the institution for the confinement of 
persons who are convicted of vagrancy and for slight offences. 
One department of the institution is appropriated to the use 
of cast-off children. In this department there are features of 
the House of Refuge or Reformation. The character of the 
institution is reformatory. It combines the offices of the hos- 
pital and the prison. Many of its inmates are diseased or 
disabled persons, who can hardly be considered proper sub- 
jects for the prison. The different classes, such as men and 
women, and boys and girls, occupy different apartments. 
The men are located in one wing of the building and the wo- 
men in an opposite wing, with no means of communication. 
The girls occupy a building which is separate from the main 
building, and a considerable distance from it. In the chil- 
dren's departments there are schools, which they attend daily, 
Sundays included. "When visited by us, the schools were in 
session. We passed through all the classes and examined 
most of them. Many of the children were quite intelligent. 
Under the training of excellent teachers, they were preparing 
for the duties of matured life. At proper ages, homes are 
provided for them, and they are sent forth to work their way 
through the world, with much better characters and higher 
abilities than they could be possessed of under other circum- 
stances. Orphaned early in their youth, or perhaps in infan- 
cy, or cast off by parents and friends, the cold charities of the 
world were but a poor dependence. Uucared for, their days 
were prolonged or ended early in wretchedness. In the care 
of the institution, they are rendered comfortable and provi- 
sions are made for their welfare in future life. In this fea- 
ture the institution must be one of great usefulness and wor- 
thy of the humane purpose for which it was established. 
Thousands have already been reclaimed from poverty, igno- 



71 

ranee, crime and wretched uess through its agency, and its 
good woi-k is in its progress and in provision for the demands 
of the future. Cleanliness, order and comfort appear in every 
department, and the children are as happy as they could be 
anywhere. Those of them who may never know their pa- 
rentage, are much better off on that account. 

In an apartment on the women's wing, there were several 
women with infants in their arms. Their only enjoyment 
was the care of themselves and children. In this they were 
assisted by kind nurses^ who ministered to their comfort in 
every needed service. In conversation with some of them, 
we learned that they had been relieved from a condition of 
destitution and suffering altogether unknown in better classes 
of the community. The troubles of nearly all of them were 
brought on by drunkenness. They had themselves been 
inebriates, or had been abused by drunken husbands. One 
woman, who was very beautiful, was very much concerned on 
account of her sick child. She nursed and watched over it 
with great anxiety. Her condition outside of the institution 
had been one of very great destitution and suffering. Her 
husband, after having forced her into the wretchedness of ex- 
treme poverty, in which condition she had been nearly starved 
for several months, at length abandoned her. She was found 
b}'- a policeman, nearly dead, in the companionship of a 
worthless party, with whom she was committed to the insti- 
tution. She was separated from her companions, and had no 
opportunity of intercourse with them. She expressed herself 
as being indebted to the provisions of the law for her preser- 
vation, and stated that she was overjoyed in the memory of 
what she had escaped, and in the exchange of her filthy and 
degraded condition for the cleanliness and comfort of her 
present home. She had no desire to be associated with, nor 
even to see her former companions, and hoped she might 



72 

never again be obliged to risk the dangers of her former life 
of poverty, humiliation, and sorrow. 

There were others in the ward with this poor woman, who 
were not satisfied with what they called their imprisonment. 
They had rather have wrought their way of wretchedness, in 
the freedom of their former dissolute life, than endure the 
confinement of their present condition. Such is humanity in 
the lowest and worst of its phases. It had rather endure the 
privation and wretchedness of extreme poverty than be ren- 
dered comfortable in seclusion from the haunts of licen- 
tiousness and crime. In this degraded preference, there were 
women no less in number than men, in the institution, who 
bewailed their incarceration and longed for the debaucheries 
of their former life, coupled as they were with infamy, filth 
and suffering. 

For the establishment and support of the reformatory insti- 
tution of Deer Island, the people of Boston deserve a meed of 
high consideration. It is working, at least, a temporary re- 
lief from crime and wretchedness, and affording the oppor- 
tunity of reclamation to many who have matured in their de- 
graded estate. And it is hiding from a world of shame a mul- 
titude of young persons who may be saved by its agency from 
the degradation into vvhich their elders have fallen. They 
may be recovered from the vicious and restored to the virtuous 
life, and instead of being a disgrace and burden upon society, 
they may become respectable citizens, and assist in the labor 
of the business relations, and of sustaining the liberties of a 
free and enlightened people. 

The choice of Deer Island as the site of the institution 
evinces a high degree of intelligent experience. It is some 
fifteen or twenty miles from the city, situated in the midst of 
the bay, and inaccessible, except by means of water convey- 
ances. Escape from the island is difficult, if not impossible, 
and it is free from the intrusion of the dissolute associates of 



73 

the inmates, who, were it otherwise, might prove troublesome 
in repeated desires to visit them in their prison homes. The 
disadvantage of such prolonged acquaintanceship of crime is 
prevented, and opportunity afforded of relief from its contam- 
inating influences. 

COLLATION ON DEER ISLAND. 

While we were passing through the rooms and halls, en- 
gaged in asking questions of the children of the schools and 
receiving their answers, a handsome entertainment was in pre- 
paration. When seated at the table, the company numbered 
about seventy. Mayor Norcross and ex-Mayor Lincoln were 
at the head of the table and took the lead in the literary de- 
partment of the festivities. The productions of both land and 
sea were in liberal provision, to which the usual honors were 
done by all the persons in attendance. A large number of 
toasts were drank in the use of cold water. Mayor Norcross, 
in a complimentary speech, alluded happily to the effect such 
visits as we had made to the schools of the city of Boston must 
have upon the minds and hearts of all the gentlemen that had 
the opportunity of associating in the enterprize. He expressed 
the hope and belief that the school-men and others of Boston 
as well as of Baltimore, would be excited to still more extend- 
ed exertions, and that an emulative and generous co-opera- 
tion, such as must tell upon the interests of the two cities 
and upon all the cities, and upon the whole country, would be 
the result. Ex-Mayor Lincoln spoke feelingly and with much 
effect in the comparison of the visit of the School Committee 
and others of Boston to Baltimore, and the return of the com- 
pliment by school-men and others of Baltimore. " They are 
such interchanges of sentiment and feeling as these," said he, 
" that will bind the hearts, and souls of the school-men to- 
gether, and from the school-men the interest will be extend- 
ed to others until the people may know personally and feel;, 



74 

as well as say, that the varied fortunes of the American States 
and American people are one and the same." 

Superintendent Philbrick congratulated the school interests 
of the country upon the inauguration of a system, which he 
hoped would be perpetual in the interchange of friendly sen- 
timent and counsel. He said that he remembered with plea- 
sure the decoration of the hall of the School Commissioners of 
Baltimore, when visited by the School Committee of Boston. 
The names of Boston and Baltimore and Education and Lib- 
erty were linked together under the folds of the American 
flag, and his prayer was that they might be inseparable for- 
ever. 

The speeches of the occasion, although based upon toasts 
drank in cold water, were as warm, as patriotic and as friendly 
as they could have been if drank in the best Madeira. 

THE BOSTON SCHOOL SYSTEM. 

The Boston school system works in a more strict conformi- 
ty with law and with greater precision than any of the sys- 
tems, the operations of which were witnessed by the Commis- 
sion. The uniformity of buildings and school arrangements 
is in correspondence with the rigid application of rule which 
appears to prevail in every department. The staid regularity 
of arrangement and movement does not seem to be offensive to 
tlie pupils. It is probable that having been trained in its use, 
they are better pleased with it than they would be either with 
the accommodating and encouraging efforts of Philadelphia 
and Baltimore, or the dramatic evolutions of New York. 

Government. — The public schools of Boston are divided into 
three grades, Primary, Grammar and High Schools. They 
are under the supervision of a body of gentlemen, which is 
termed "The Board of School Committee." This Board 
consists of the Mayor of the city* and the President of the 
Common Council de officio, and of six persons of each of the 



75 

twelve wards into which the city is divided. The members 
representing the wards are elected by the people of the several 
wards. Four of the ward members of each ward represent 
what is termed the old division, the other two represent what 
is called tlie new division, except in the ninth ward, in which 
there are four members of the new and two of the old divi- 
sion. The Mayor of the city is de officio President of the 
Committee. 

By the law of the Commonwealth or State, the cities and 
towns of the State are invested with certain powers in relation 
to public schools. The charter of the city of Boston invests 
the School Committee with ample authority for the manage- 
ment of the public schools. The provisions of the charter re- 
cognize the School Committee in many respects as an inde- 
pendent body, subject only to a general supervision by the 
Board of Aldermen and Common Council. The School Com- 
mittee is the largest of the three bodies recognized by the 
charter. It is composed of seventy-four members, including 
the Mayor and President of the Common Council. The Board 
of Aldermen consists of twelve members, one from each ward. 
The Common Council consists of forty-eight members, four 
from each ward. 

The Board of School Committee is divided into sub-commit- 
tees, as follows : On Elections ; on Rules and Regulations ; 
Salaries ; Accounts ; Text Books ; School-houses ; Music ; 
Printing ; Gymnastics and Military Drill. Besides these 
subject committees, there is a committee in charge of each 
school. The subject committees consist of five members each. 
The High School committees are composed of thirteen mem- 
bers each. The Latin and English schools have separate 
committees. The Grammar School committees are various 
in number, ranging from seven to eleven. Each class of the 
Primary schools has a sub-c )ramittee of one. There are two 
hundred and fifty-six of these sub-committees. 



76 

The schools are under the general supervision of one Super- 
intendent, who visits all the schools and regulates the work- 
ing of their literary department. The present Superinten- 
tendent, John D. Philhrick, Esq., is a gentleman who is well 
prepared for every department of his responsible office, and un- 
der his supervision, assisted as he is by several members of the 
Board of Education and of the Select and Common Council, he 
is performing a distinguished work, not only for the present, 
but a future age. 

Grades and Studies of the Primary Schools. — There are six 
grades in the Primary schools. Each grade constitutes a class 
or a school, as appears from the arrangement of the divisions 
under sub-committees of the City School Committee. Each 
division is supervised by a member of the School Committee, 
who is styled a sub-committee. The grades include the Pri- 
mary studies as ordered for the divisions. 

In the sixth school or class, the pupils learn the alphabet, 
spdl and begin to read. They count from 1 to 100, sing and 
engage in physical exercises. They print letters on slates 
and draw figures from the blackboard. 

In the fifth school or class_, the pupils complete the First 
Reader, spell, count by twos to 200. They print and draw 
on slates, and are taught in oral lessons the forms, sizes and 
colors of objects. They sing and perform physical exercises. 

In the third class they complete the Second Reader, spell 
from the Reader and by sounds, and tell the meanings of the 
words, answer questions on the meaning of words, tell punc- 
tuation marks, write script letters, draw and print, add and 
subtract low numbers, are given first ideas of multiplication, 
sing and perform physical exercises. 

In the second class, the pupils read in Third Reader, spell 
the words, spell difficult words by sounds, tell the meanings 
of words, answer questions on the meanings of words, add, 
subtract and multiply low numbers, tell points and marks, 



77 

write short words, tell abbreviations and Roman numerals, 
sing and perform physical exercises, are taught lessons in 
trades and natural objects. 

In the first class, the pupils complete the Third Reader, 
spell and define the words, spell by letters and sounds, tell 
punctuation and other marks, answer questions on the mean- 
ing of words, multiply to 12 times 12, divide 12 into 144, 
learn Notation to 1,000, count by threes and fours forward 
and backward to 100, write and draw on slates, are taught in 
oral lessons on trades, properties of things, productions of 
countries, sing and perform physical exercises. 

The period occui)ied in the Primary schools is three years. 
The pupils are transferred from the lower to the higher classes 
or schools once in six months. 

Gi ades and Studies of the Grammar Schools. — There are four 
grades of study in the Grammar schools. The fourth grade 
is taught in the Fourth Reader with definitions and expla- 
nations. The pupils are required to spell the words and to 
answer questions in punctuation and the use of capital let- 
ters. They spell and write exercises in spelling. They study 
Geography to about one third of the Primary school edition. 
They read and write numbers to seven figures, add and sub- 
tract. They write on copy-books Nos. 1 and 2. They study 
Drawing and Singing and engage in physical exercises. 

The third class uses the Third Reader, with definitions, ex- 
planations and spelling of the words. The pupils write sen- 
tences, study through the Primary Geography ; in the Gram- 
mar, the coarse print to syntax, analyse and parse simple 
sentences containing five parts of speech ; in the Arithmetic, 
through long division. They write in copy-books Nos. 2 and 
3. They have lessons in Drawing and Singing and physical 
exercises. 

The second class reads, spells, and defines words, with 
punctuation in the Second Reader, studies rules for spelling. 



78 

Geography half through the common school edition, with map 
drawing from memory of the Eastern, Middle, and four of the 
Southern states, through the Grammar, with analysis and 
parsing, half through the Arithmetic, writes on Copy-Books 
Nos. 4 and 5, studies Composition, Drawing, Singing, prac- 
tices in Physical Exercises. 

The first class reads in the Sixth Header, with spelling, 
studies Geography, Topographical and Physical Arithmetic, 
and Grammar in advance of the other classes. Composition, 
Book-Keeping, History, Natural and Moral Philosophy, 
Physiology, Drawing, Singing. 

Latin High School. — This school is sometimes called the 
Latin Grammar School. It is conducted in the same building 
with the English High School. The building is located on 
Bedford street. Students are admitted once a year. The 
course of studies includes the Latin, Greek and French Lan- 
guages, Higher Mathematics, Geography, History, Declama- 
tion, English Grammar, Composition. The students are pre- 
pared for College. Boys are admitted at ten years of age. 
They must have an examination in the ordinary Grammar 
school studies. The course is six years. Students may com- 
plete the course in five years if diligent. The sessions are 
from 9 A. M. to 2 P. M. Diplomas are awarded to graduates. 

English High School. — This school is desrgned to prepare 
young men for practical business life. Students are admitted 
once a year. The course of study continues through three 
years. It includes a review of Grammar school studies. 
Ancient and Modern and Physical Geography, History, Men- 
suration, Algebra, Geometry, Trigonometry, Astronomy, 
Surveying, Navigation, Book-Keeping, Grammar, Rhetoric, 
Logic, Constitution of the United States, French and Span- 
ish, Natural, Moral and Intellectual Philosophy, Chemistry, 
Composition, Declamation. Students pursuing the higher 



79 

studies are allowed to remain a fourth year. Graduates re- 
ceive diplomas. 

Girls' High and Normal School. — The Girls' High and Nor- 
mal School is situated on Mason street. Students over fifteen 
years of age and less than nineteen, are admitted once a year, 
after examination in the studies of the Grammar schools. The 
course of instruction continues three years in the following 
branches : Beading, Writing, Spelling, Arithmetic, Geogra- 
phy, Grammar, Rhetoric, Composition, Natural, Moral and In- 
tellectual Philosophy, Physiology, History, Latin, French, 
Drawing, Vocal Music. Sessions of the school from 9 A. M. 
to 2 P. M. 

Training Dejjartment. — This department of the Girls' High 
and Normal School is located on Somerset street. Its object 
is the actual training of students for the teachers' profession. 
The students are instructed practically in the art of teaching. 
This is regarded as one of the most important departments of 
the schools of the Boston system. 

School Buildings. — The school buildings of Boston are gen- 
erally large. They are of different heights, ranging from 
three to five stories. They contain from six to fourteen rooms, 
most of thera having large halls or passages, with convenien- 
ces in the way of closets for retiring rooms for teachers, water 
fixtures, cloak rooms, &c. Of twenty-two Grammar school 
buildings, thirteen are four stories high and contain fourteen 
rooms each. The rooms are large, the greater number being 
twentj^-eight feet square. Those of the Prescott School build- 
ing are twenty-eight by thirty-two feet. The Prescott build- 
ing is the last that was erected, and is an elegant structure. 
It is situated on Prescott street, in the most eastern part of 
East Boston. It fronts one hundred and thirty-eight feet on 
Prescott street, and is sixty-eight feet in depth. It has a 
centre building and wings. It contains sixteen school rooms 
and a hall for exhibition purposes. This hall is in the 



80 

third story — it is sixty-five feet by fifty-seven. The basement 
is fitted up for a play-ground, although the lot on which the 
building stands is two hundred feet square. The building is 
ventilated by shafts sixteen inches square, one of which passes 
through each room. The shafts are united in the attic into a 
a large shaft, which is conducted through the roof. It is heat- 
ed by hot water from what is termed Brown's Hot Water 
Furnace. The hot water is circulated in a continuous stream 
from the boiler through all parts of the building, and back to 
the boiler. There is a stack of hot water pipes in each school- 
room. The cost of the lot, building and furniture is |109,- 
585. '76. The Prescott building is properly but three stories 
high. There is a basement and an attic ; there are school- 
rooms, however, in but three of the stories. This height is the 
latest adopted, and recommended by the school men of Boston. 
Furniture. — The furniture of the Boston schools is gener- 
ally uniform. There are fifty-six single desks for pupils in 
each room; each room, therefore, accomodates just fifty-six 
pupils. The single desks are preferred and provided for all 
the grades of schools. The aisles between the desks are about 
twenty-one inches. The space allowed for the teachers' plat- 
forms, black-boards, &c., is from eight to ten feet, the entire 
width of the room. The rooms are of sufficient size to admit 
of a convenient arrangement of the furniture, and ample space 
for all the movements of the teachers and pupils, with a free 
circulation of air for comfort and health. There are 
closets for cloaks, hats and bonnets connected with nearly 
every room. These closets are entered from the halls, as well 
as from the school-rooms. On entering the class-room, the 
pupils pass through the cloak-room, and deposit cloaks, 
shawls, hats or bonnets ; these articles of wearing apparel 
are not visible in the class-rooms. Convenience and order, as 
well as the neat appearance of the class-room are secured by 
this arrangement. 



81 



TRUANCY. 

The regulations relating to truancy are more perfect in 
Boston, than perhaps they are in any other city of this coun- 
try. The truancy of the schools is associated with the police 
of the cit^^ The city is divided into four truant districts. 
There is a truant officer for each district. The truant officers 
are appointed hy the Mayor and Aldermen. In each district, 
in convenient locations, there are truant boxes. The teachers 
of the schools send the names of the truants to the boxes, when 
they are found by the truant officers. The truants are thus 
arrested, before they have opportunity of any extensive of- 
fence in the indulgence of the habit. There is a truant court- 
room in the court-house, where the truants are tried. The 
truant officers meet every Monday in the court-room. There 
is but little chance for the escape of the offender. The plan 
must effectually prevent the habit. 

BOSTON LIBRARY. 

The students of the Boston High Schools are admitted to the 
use of the Boston Library. The library is extensive, and 
consists of over a hundred thousand volumes of works on al- 
most all subjects. The books are classified according to sub- 
jects, and 80 arranged in regard to numbers by tens, hun- 
dreds, thousands, &c., that by the subject and number, the 
work may be readily found. The books of the library are in 
such constant demand by the citizens, that they are frequently 
found in crowds in the halls, returning the works they have 
read and exchanging them for others. The building in which 
the library is located cost $.36,000. The cost of carrying it 
on one year was $30,000. Our friends conducted us through 
the spacious halls of the library, and assured us repeatedly of 
its great value to the people of Boston, and that in their use 
of it they proved their claim to the title of " a reading people." 

n 



82 



INSTITUTE OF NATURAL HISTORY. 

This institution is located on what is termed " the Back 
Bay Lands." These are portions of ground reclaimed by fill- 
ing out the shores of the bay over the swamp lands in the vi- 
cinity. It is fast becoming one of the most beautiful of the 
Boston localities. The building, which cost over $100,000, 
is well arranged for the exhibition of the specimens of Natu- 
ral History belonging to the institution. The collection is at 
the present time very extensive, consisting of preparations, 
&c., in almost every department. Animals, birds, reptiles, 
&c., of all parts of the world, are congregated in families in 
diflferent parts of the building. The students of the High 
Schools are admitted to the privileges of the institution, and 
have ample resources of study in this department of their ed- 
ucation. The institute of Technology is situated in the same 
locality with the institute of Natural History. The building 
cost ^100,000. This institution also is open to the students 
of the High School. The preparations, specimens, &c., afford 
them fine opportunities of extending their knowledge of the arts. 

SEPARATION OF THE COMMISSION. 

At Boston the members of the Commission separated. A 
number returned immediately home. Others made a second 
visit to New York for the purpose of repeating their examina- 
tion of the scliools in which they had been so delightfully en- 
tertained. They were greeted with a well expressed welcome, 
and enjoyed, some for the second, others for the third time, 
the interesting services of the Primary classes that had be- 
fore afforded them so much pleasure. 

PUBLIC SCHOOLS OF BROOKLYN. 

Although visited at a period very near the close of the ex- 
cursion, the public schools of Brooklyn presented attractions 
that were of most interesting and edifying character. The 



8S 

accomplished Superintendent, J. W. Bulkley, Esq., afforded 
every possible facility for the inspection of his schools. The 
Assistant Superintendent, Jaraes Cruikshanks, Esq. , was 
found busily engaged in examining some of the classes of the 
schools. He was very willing to be interrupted for a while 
for the explanation of his work, and in telling of the success 
of the classes he was then engaged in examining. Through 
the kind attention of Superintendent Bulkley, the actual 
working of several of his schools was witnessed. 

I'HE SYSTEM. 

There are said to be three grades of schools in Brooklyn ; 
the Primary, the Intermediate and the Grammar Schools. 
The intermediate schools were represented as occupying a po- 
sition between the Primary and Grammar schools, and as in- 
cluding the lower studies of the grammar and the higher 
studies of the primary school grades. We had not the oppor- 
tunity of examining an intermediate school. Nor could we 
learn how such school was worked in its position. Our im- 
pression is that the teim intermediate applies to the location 
of the class room. It appeared to us that the pupils of the 
Primary schools were transferred immediately to the Gram- 
mar schools. In the Primary schools, the studies range from 
the alphabet to tolerable proficiency in spelling words of one 
syllable, fair reading, the earlier stages of writing, geography 
and grammar, and arithmetic through Long Division ; in 
some of the schools through common fractious. This is an 
advance in figures beyond the schools of any of the cities visit- 
ed. The farthest advance of other Primaries is through Long 
Division. The studies of the intermediate schools, as we were 
informed, advance on those of the Primaries, and prepare the 
way of the pupils for introduction into the Grammar schools. 
In the Grammar schools, the studies of the Primaries and In- 
termediates are completed in higher books and more extend- 
ed exercises. The additional studies of the Grammar schools 



84 

are Etymology, Composition, History, Algebra, Mensuration, 
Geometry, Book-keeping, Declamation. In some of the 
schools Latin, Greek and the Modern languages are studied. 
Vocal Music is taught in all the schools. There are five Mu- 
sic teachers — the salaries of whom in 1866 amounted to $6,- 
606.74. 

Statistics of the Schools. — Number of schools 102, includ- 
ing three schools for colored children. Teachers 636, includ- 
ing 74 of the evening schools, 7 of the colored schools and 12 
of the Orphan Asylums. The number of teachers in the daily 
public schools for white children is 530, or one teacher for 
every 40 pupils. Number of pupils in attendance on the day 
schools, (average) 21,250. Number, including colored schools 
and asylums 23,619. Whole number in school during the 
year, from two months to ten months, 59,271. Of this whole 
number there were pupils of the asylums 714. Of the evening 
schools 5,060 ; of the colored schools 823. Number of pupils 
to a teacher, omitting the evening schools and asylums, 40. 

The School Board. — There are forty-five members of the 
School Board. The members are appointed for three years. 
One-third are appointed each year. The Board is divided 
into sixteen standing committees, besides those in charge of 
the schools. Each of the committees in charge of the schools 
consists of three members. The subject committees are vari- 
ous in number, ranging from three to seven. The titles of the 
subject committees are as follows : School-houses, Finance, 
School Books, Teachers, Law, Music, Supplies, Library, Even- 
ing Schools, Normal School, Examinations, Credentials, 
Warming and Ventilation, Protestant Orphan Asylum, Cath- 
olic Orphan Asylum, Absenteeism. 

GRADES AND STUDIES OF THE PRIMARY SCHOOLS. 

The Primary School is divided into six grades or classes. 
Each grade has its proper course of studies. The sixth grade 
is the lowest. The grades range from the sixth to the first. 



86 

Sixth Grade.. — Alphabet, spelling, reading from cards, 
charts and blackboard, printing and drawing on slates, count- 
ing to 100, adding by ones and twos, reading and writing 
Arabic figures, oral lessons, physical exercises. 

Fifth Grade. — Spelling and reading from charts, primer 
and blackboard, printing and writing on slates, counting by 
tens ; adding, subtracting and multiplying by twoS;, threes 
and fives, table of Federal money, reading and writing Ara- 
bic figures to 100, begin Roman notation, oral lessons, moral 
lessons, obedience, kindness, truthfulness, honesty, physical 
exercises. 

Fourth Grade. — Spelling, reading in Fourth Reader, an- 
alysis of words by sounds, words in reading lessons to be 
spelled, meaning of words, spelling by sound, adding, sub- 
tracting, multiplying by 6, tables of long and square measure, 
notation and numeration to four figures, Roman notation, 
drawing, printing, oral lessons, contrasts of objects, size, color, 
lessons on animals, physical exercises. 

Ihird Grade. — Spelling, reading in Second Reader, articu- 
lation, inflection, modulation, pause and tone, words of les- 
sons spelled and defined, punctuation, addition in four col- 
umns, questions in addition, subtraction, multiplication and 
division, parts of numbers, notation and numeration to six 
figures, multiplication table through eight times, tables of 
English money, measure and weight of objects, slate exer- 
cises, writing, printing and drawing, oral Geography, Ro- 
man notation, oral instruction, physical exercises. 

Second Grade. — Spelling, reading through Secocd Reader, 
spell and define words of reading lessons, calling words at 
sight, "writing sentences, questions in simple rules of Arith- 
metic, drill in rapid combination, multiplication and division, 
tables completed, Roman notation completed, reading and 
writing Arabic figures to millions, drawing, writing script 
letters, primary Geography, oral instructions, form animals, 
plants, products, common things, physical exercises. 



First Grade. — Spelling and reading Third Reader, oral and 
written sentences, meaning of words, inflection, emphasis, 
writing, spelling lessons, Composition, Arithmetic through 
simple rules, tables, notation and numeration completed, pri- 
mary Geography, outline maps, map drawing, form motions 
&c. of the earth, writing on copy books, drawing, declama- 
tion of familiar pieces, oral instruction, use of geometrical sol- 
ids, morals, manners, singing, calisthenics 

STUDIES OF GRAMMAR SCHOOLS. 

There are six grades or classes in the Grammar schools. 
The pupils are transferred from the Primaries to the Grammar 
schools after examination. The pupils of the first grade of 
the Primary school enter the sixth grade of the Grammar 
school. There are six grades in the Grammar schools, as 
there are in the Primaries. 

Sixth Grade. — The studies of the sixth grade are spelling 
by dictation, with rules, abbreviations and practical applica- 
tions, reading through the Third Reader, exercises on the 
subject of the reading lesson, writing in daily exercises, 
drawing on slates, map drawing, crayon sketches on the 
blackboard, simple rules of Arithmetic reviewed, practical 
operations in fractions, primary Geography completed, gram- 
matical construction of sentences, Composition, History^ oral 
instructions in Natural History and Natural Philosophy; 
Geometrical terms. 

F'>ftli Grade. — Spelling from dictation and words of read- 
ing lessons with definitions, reading in Fourth Reader, Writ- 
ing, Arithmetic in common fractions, Definitions in Gram- 
mar, describe parts of speech and parts of sentences, correct 
false expressions. Geography through United States, Map 
drawing. Crayon drawing, oral instruction on Mechanics^ 
the Earth and its motions, Conversations in History and Ge- 
ography. 



87 

Fourth Grade. — Spelling, with definitions, read through 
Fourth Reader, and in History of the United States, Writing, 
Drawinir, Arithmetic, intellectual and practical, in decimal 
fractions, denominate numbers, &c.. Geography Western 
Hemisphere, Grrammar in use of text book, exercises in les- 
sons, Oral instruction in Philosophy and Physiology. 

Third Grade. — Spell with analysis of words, Etymology 
with prefixes and affixes. Dictation from History, read in 
Fifth Reader, exercises in Elocution, Writing, Drawing, Ar- 
ithmetic, intellectual and practical, through common and dec- 
imal fractions and denominate numbers, Geography 
through Europe, Map drawing, Grammar to Syntax, Com- 
position, History of the United States, oral lessons. Natural 
History, Botany, Physiology, Geometry, with use of blocks 
and other forms. 

Second Graie. — Spelling with analysis of words, reading 
in Fifth Reader with the definitions of words. Writing, 
Drawing, Arithmetic to interest, Banking, &c., practical with 
intellectual Geography on map of Africa, History of the 
United States, Grammar through Syntax, with parsing, Com- 
position, former lessons from memory, writing letters, &c., 
exercises not over ten minutes on slates, oral lessons in As- 
tronomy, Government, <fec., First and Second Books of Ge- 
ometry. 

First Grade. — Spelling, Etymology, Analysis, Explanation 
of Derivatives, Rules, &c., Reading, with critical examination 
of rules &c., cultivation of the voice. Writing, Drawing, with 
perspectives. Arithmetic, practical and intellectual, through 
with reviews, Algebra through simple equations^ Geography 
through and reviews. Physical Geography, Grammar through, 
explanation of sentences, Parsing, Rhetoric, Composition, 
Declamation, Natural Philosophy, Astronomy, Physiology, 
Book-keeping, Constitution of the United States Government, 
oral lessons, Geometry, Geology, Globes. 



88 

Supplementary Course. — This course includes the higher 
branches of the first grade, with Chemistry, Mensuration, 
Mechanical and Architectural Drawing, Business Correspond- 
ence. 

Vocal Music and Physical exercises are included in the stud- 
ies anc! exercises of all the grades. Physical exercises are 
ordered twice a day in the Grammar, and three times a day in 
the Primary schools. Pupils are required to attend the 
classes of each grade at least one half the school year. The 
supplementary course extends through a whole year, and 
longer if necessary. 

The pupils of each grade are examined for transfer every six 
months. A record of the examinations, with the standing 
alike of class and teacher is filed in the office of the Direc- 
tors. Principals are held responsible for the order and pro- 
gress of the pupils of their schools ; Assistants are responsible 
for their respective classes. 

VISITS TO SCHOOLS. 

Six of the Brooklyn schools were visited. The school build- 
ings are two and three stories in height. Each building is 
occupied by a Male and Female Grammar and Primary De- 
partment. We had heard, as we have stated, of Intermediate 
schools, but did not recognize them in the working of the 
system. We suppose them to be intermingled with other de- 
partments. The schools visited presented as ipiposin>; an 
appearance as any of the schools we had examined. The order 
is of the first class. The labors of the schools are conducted 
with great regularity. The pupils appear to have a thorough 
understanding of their school routine. They work through 
the exercises with comparatively little attention from the 
teachers. The classes examined appeared to be distinctive in 
their classification of grades and studies. This distinctiveness 
of classification, appeared to be as nearly perfect as ppssible in 



89 

the Pi'imary schools. There are many more pupils in the 
primary than in other departments. The Primary schools are 
composed of male and female pupils. The opportunity of 
classification is therefore more complete. In many of the schools 
the primary departments werp much larger than the others. 

Reading. — The reading of the schools of Brooklyn is ex- 
cellent. In some of the classes the effects of an extended drill 
in the cultivation of the voice and use of emphases and pauses 
were plainly visihle. The pupils appeared to be proud of the 
consciousness of excellence. Their familiarity with the rules 
of reading was remarkable. They were inspired with confi- 
dence by this familiarity, and acquitted themselves creditably 
in every efiort. 

Writing. — The penmanship of nearlj^, perhaps, all the 
schools visited is of a high order. Specimens were shown of 
tlie writing of several of the schools tluit were not visited. If 
those specimens exhibit the general character of the schools in 
this department, it excels all the schools we had the pleasure 
of examining. The palm of excellence in penmanship belongs 
to Biooklyn, if the schools generally are up to the standard of 
the examinations as witnessed by a large number of copy books 
and writing slips. 

Remarkable School Attendance. — In one of the schools, that 
is situated in a low marshy district inhabited almost exclu- 
sively by poor people, the attendance of the pupils was found 
to exceed that of any of the schools visited. On a corner of 
the black-board of each class, the number of the roll and that 
of the attendance was marked. This record was intended for 
the view of the pupils and for the purpose of stimulating their 
ambition to have the higher numbers placed upon the board. 
The attendance for the day, of ten classes, showed the average 
of 97 per cent. In one class the average was 100, in another 
99 per cent. When asked if they loved their school, the 
response of the children was universal and so heartily given 
12 



90 

that tlie truth of their declaration couki not be doubted. It 
was truly an encouraging scene that was presented in the 
active and cheerful labor of nearly a thousand children, all 
busily and happily employed in the pursuit of intelligence. 

THE PACKER INSTITUTE. 

Conducted by the Superintendent through the class-rooms, 
a view was obtained of the arrangement and working of the 
Packer Institute. The classes were at the time undergoing 
examination by the Professors for advancement and gradua- 
tion. A festival was in preparation, to which an invitation 
was given, but time did not admit of an enjoyment of the 
pleasure it promised. The examination of the classes was 
conducted by the Professors in the presence of visitors. A 
number of the parents and friends of the students, and of edu- 
cational gentlemen, were in attendance on the occasion of our 
visit. The examination, as far as witnessed, consisted in oral 
questions and answers. In one of the classes the subject was 
the application of the principles of Natural Philosophy and 
Chemistry, in the relations of the household. The young la- 
dies were conducted through a process of scientific cooking, 
which cannot fail to become of service at the period in which 
they shall be summoned to the discharge of their domestic du- 
ties. The process of making bread, and of cooking meat, 
was scientifically developed, and the students appeared to be 
well informed in that department of the life-obligations of the 
future. If they do not become adepts in the art of house- 
keeping, it will not be because the Professors of the Packer 
Institute failed to provide them with the intelligence neces- 
sary for the purpose. 

The Packer Institute is not immediately associated with the 
public school system of Brooklyn. It was established by the 
late Mr. Packer and endowed by him, for the purpose of af- 
fording a thorough scientific and practical education, free of 
charge, to all the young ladies of the public schools, over six- 



91 

teen years of age, of good character, and capable of passing 
an examination in the higher studies of the Grammar schools. 
The approval of the City Superintendent of Public Schools, 
and of the Local Committee of the school in which the young 
lady has been educated, is necessary for her admission. 
Grraduation from the Packer Institute entitles the young la- 
dies to preference in the appointment of teachers to the public 
schools. It is also a passport to prominence in the applica- 
tion of the graduate for any situation she may be desirous of 
securing. 

The buildings of the Institute are extensive and elegant. 
They are situated in the midst of the business population of 
the city, and surrounded by sufficient grounds to render them 
pleasant, healthy, and attractive. The halls and class-rooms 
are spacious and well ventilated, and seem to be possessed of 
the means of every convenience and comfort thai can be de- 
sired in school premises. The institution is controlled by 
Trustees appointed by " The Regents of the University of the 
State of New York." The fund for its support is sufficient, 
and the class-rooms are always filled with students. Seats are 
always in demand. The Professors and their assistants are 
selected from the best talent the country affords. Several of 
the lady assistants are graduates of the Institute. 

The Packer Institute may be classed among the High and 
Normal schools of the systems of public education. It affords 
the means of higher development to the best educated pupils 
of the public schools, and it assists in the supply of teachers 
for the public schools of Brooklyn and other cities. The bene- 
fits of the service rendered by the institution are expressed by 
the community, in the number of highly educated ladies it 
sends forth for the generous rivalry of duty and honor, in the 
various departments of the domestic and scientific circles of 
society. 

The Packer Institute is a noble educational establishment. 
It does honor to its benevolent founder and to the city of which 



92 

it is at once an honor and an ornament. Mr Packer has ren- 
dered his name illustrious and his memory immortal, by iden- 
tifying them with the highest and most important educational 
interests of the ages. The institution is the property of the 
state of New York and city of Brooklyn — both of which are 
honored in its possession, and may reap the advantages of its 
labor fur centuries, perhaps for all time. The honor of a 
name assumes a loftier eminence in its immortality, when as- 
sociated witli the means by which the mind of a community 
and of a nationality is developed. That of Packer is recorded 
upon the centuries, and must continue to be illustrious as they 
pass. There is ruin for the marble that is manufactured into 
walls and towers, but none for the mind that wrought the 
wonderful development that appears in the stately edifice. 
"When the material of the present structure shall have de- 
cayed, other material may be secured and another edifice may 
be erected, and this process may be continued through time, 
and thus the generous benefaction may be perpetuated. With 
no crumbling of walls and towers shall the name of Packer 
go down. It shall work on and ever with the institution, and 
ever be retained in grateful memorial by the state, the city, 
and the favored recipients of his munificent endowment. 

We have yet to realize in Baltimore and Maryland the ser- 
•vice and the honor of a high educational benefaction. Our 
McDonogh Institute is a work for the future. It has not yet 
been rendered available. It is designed for the benefit of the 
poor. It may be the Girard for the lowly of the community, 
but time has yet to develop the Packer of the higher educa- 
tional enterprize of our city and state. May we hope that in 
the good fortune and feeling of some of our wealthy citizens, 
this desired consideration may be realized. 

CORRESPONDENCE OF PUPILS. 

In his addresses to a number of the schools, the Superin- 
tendent stated that he was commissioned by the students of 



93 

the Female High School, and by the pupils of some of the 
Boys' aud Girls' Grammar schools of Baltimore, to convey a 
messa<;je of love to the pupils of the schools of the cities in- 
tended to be visited by the gentlemen of the Board aud City 
Council. The message was received by three cheers for the 
schools of Baltimore in the boys' schools, and by evident tok- 
ens of jileasure by those of the girls. At the conclusion of 
his address in the Girls' High aud Normal School of 
Boston, a number of young ladies advanced toward the 
platform, one of whom stated that they had been request- 
ed to act as a committee in behalf of the school, for the pur- 
pose of expressing a reciprocal regard for the pupils of the 
public schools of Baltimore, and desiring that a message of 
love should be returned to them, from the students of the 
Girl's High and Normal School of Boston. Similar re- 
sponses were made by the pupils of Male and Female Gram- 
mar schools in all the cities. The result of the interchange 
of affectionate messages between the pupils of the schools of 
the various cities, is a. proposition, that those pupils enter upon 
and continue in correspondence with each other, and that the 
letters to be written, be subjects for composition in their sev- 
eral schools and classes. In the interchange of sentiments 
thus introduced, it is believed that a friendly^ perhaps an 
affectionate interest may be excited, which may engage the 
younger members of the communities of the cities in such ex- 
change of sentiment and feeling, as may unite them in a rela- 
tionship of kindly interest and counsel. In this relationship 
there may arise an agency of intelligent communication, as 
well as of intermingled sympathies, that may produce the 
working of a practical harmony, that may bind the various 
sections of our country together in a union that may last 
through all the future of our history. The union thus engen- 
dered will be that of hands and hearts, which will doubtless 
render a political union under a constitution, a thing of easy 
and pleasant aud perpetually profitable operation. The sub- 



94 

jects of such correspondence may be the varied character, 
products, habits, resources and historical records, &c., of the 
different sections of country in which the writers live. The 
interchange of intelligence, through the correspondence, may 
be considerable, and the interchange of kindly sentiment 
may bo wrought in equal rates with the intelligence, and the 
happiest results produced. If the children of the schools be 
taught and encouraged to counsel with one another, and to 
respect and love one another, the men and women into which 
the children may grow, will be likely to continue the interest, 
and to study and labor for each other's prosperity and happi- 
ness. The proposition is worthy, at least, of consideration. 
If properly carried out, its issue of intelligent harmony may 
be the safety of the Constitutional Government. 

CONCLUSION. 

The labors of the Commission were concluded in Brooklyn. 
In the schools of that, as in those of all the other cities visited, 
there were found very decided and important improvements in 
the public school relations. In Philadelphia, the ambition of 
excellence is developing itself in the purpose of locating pub- 
lic school buildings, of the most convenient and elegant charac- 
ter, and of working the best possible school interests in every 
neighborhood of the city. The recent appropriation of nearly 
two millions of dollars by the Board of Aldermen for this 
purpose, has enabled the School Directors to pursue their la- 
bors with the interesting incentive of the certainty of success 
in view. In New York, the design is apparent, of dotting 
the city in every neighborhood with public schools, and of 
lavishing upon them any amount of money that may be nec- 
essary, for the rivalry of the world in carrying on the enter- 
prise. The Board of education is empowered to estimate the 
highest amount deemed necessary for the support of the 
schools, and to draw for the same in the certainty of obtain- 



96 



ing it. The draft has already been raa:le for a building for 
the City College, or Boys' High School, which will probably 
cost not less than six hundred thousand dollars. The furniture 
of the building, including statuary and other material for the 
higher scientific studies, will probably cost two hundred thou- 
sand more. In Boston, the assessment for the support of the 
public schools is fully equal to every demand of the School 
Committee. The committee is identified with the city govern- 
ment as a prominent and important part of it. The Educa- 
tional Board is a city committee, and works with the Select 
and Common Councils in support of the schools. Whatever 
is needed fur their support is appropriated. The public schools 
are the most prominent institutions of the city^ and they are 
thickly sown in every neighborhood. Public school educa- 
cation is rendered popular in Boston by the enforcement of 
law, as well as by the ample provision of ])ublic school edifi- 
ces, supervisors and instructors. In Brooklyn, the provision 
of public school faculties is not so extensive as it is in the 
other cities, but the city is at work in the elevation of the 
character of her schools, and extending their influence over 
every class of the population. 

In what has been witnessed of the public school operations 
of the cities visited, the members of our Committee are im- 
pressed more than they have ever before been, with the great 
importance of our common educational interests. It is evident 
that the public schools are a necessity, in the purpose of offer- 
ing the means of education to the children of all the classes of 
the community. In the absence of the public school, thou- 
sands and hundreds of thousands of the children of the cities 
and of the rural districts of the States must remain uneducated. 
Nor are the public school facilities as extensive in all the 
cities, as is the demand for their service. In New York and 
Boston, the most liberal provisions are made for extending the 
means of a public school education to all the children of the 
people. In Philadelphia and Brooklyn, the people are becom- 



96 

ing excited upon the subject, and they are working with great 
activity in the effort to enhirge the domain of their public 
school enterprise. 

A measure of experience has been afforded by actual con- 
tact and communion with the schools, School Directors and 
Teachers of the cities, which it is hoped may be rendered 
of service to the system of public education, which has been 
committed to our supervision. In all their general features, 
the school systems of the cities are alike. There are peculiar- 
ities in them all, in which alone their differences consist. 
Those peculiarities, while they do not interfere with the 
efficiency of the systems, afford means of observation, through 
which improvements may be effected. 

All the systems are working progress, and doing good 
service to the cities, the states and the country. The study, 
generally, and the labor of school officials relate to the moral 
and intellectual advancement of the learner, and his prepara- 
tion for the duties of practical life. In varied development, 
the chief aim appears to be the removal of the mechanical, as 
exhibited in the old rote or memorizing system, and the sub- 
stitution of the intellectual, in the free exercise and expansion 
of the mental powers. The work is progressing. In our 
city system it is accomplishing the full measure of its service. 
The experience gained by an examination into other systems, 
can be wrought into practical use much more readily than it 
can be explained. We hope to produce improvement in this 
practical use of what we have learned from actual observation, 
among the schools we have visited and examined. Our record, 
as eraboiied in this report, affords the means of comparison 
from which improvements may be drawn. If in this way it can 
be rendered profitable in the development of our school his- 
tory, the purpose of the Board in ordering the same, shall 
have been, at least, partially accomplished. 



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